درجة استخدام الطالبات الموهوبات للروبوت التعليمي من وجهة نظر المعلمات
The research aimed to determine the degree to which gifted female students use the educational robot from the teachers’ point of view by studying the reality and obstacles and presenting the most important suggestions. To achieve this goal, the descriptive approach was used. A questionnaire consisting of (28) was applied, distributed over three axes, centered around: reality, obstacles, and suggestions for gifted female students’ use of educational robots from the teachers’ point of view. It was applied to (74) gifted teachers in the Asir educational region. The results concluded: The reality of gifted female students’ use of the educational robot from the teachers’ point of view was moderate. The obstacles to gifted students’ use of the educational robot from the teachers’ point of view were high. The proposals needed to overcome the obstacles to gifted students’ use of educational robots from the teachers’ point of view came in at a high level. The research presented several recommendations, including: training gifted female students on appropriate skills for dealing with robots. Supporting it with interactive applications that help attract students’ attention to learning. Providing robots equipped with easy-to-use applications to program them according to the educational goals desired to be achieved. Conducting training courses for mathematics teachers who teach gifted students to provide them with sufficient experience to deal with them. (Published abstract)