أثر توظيف تطبيقات الذكاء الاصطناعي خلال تدريس القراءة في تنمية بعض مهارات استيعاب المقروء لدى طالبات الحلقة الثالثة
This study aimed to identify the effect of employing artificial intelligence applications during teaching reading in developing reading comprehension skills among female students in the third cycle. The study used the experimental approach (one group), which was applied to the experimental group of female students in the third cycle, which consisted of 30 female students, by relying on A cognitive achievement tool for reading comprehension skills, and a note card for a list of reading comprehension skills. The study concluded that: 1) there is a statistically significant difference between the average scores of the female students in the experimental group in the preapplication and the post-application of the achievement test for reading comprehension skills in favor of the post-application, 2) there is a statistically significant difference between the average scores of the female students. The experimental group in the pre- and post-application of the students’ performance note card for the list of reading comprehension skills in favor of the post-application. (Published abstract)