The effectiveness of a Proposed Model for a Virtual Classroom Based on Microlearning in Developing Achievement, Interactive Content Creation Skills Using Artificial Intelligence and Academic Engagement Among Computer T

This research aimed to design a proposed model for a virtual classroom based on microlearning and measure its effectiveness in developing interactive content creation skills using artificial intelligence and academic engagement among computer teacher preparation students. The research employed a descriptive analytical approach to build the theoretical framework and develop the proposed model, and a quasi-experimental approach to measure the model's effectiveness using a two-group experimental design (experimental and control) with pre- and post-measurement. The research sample consisted of 60 male and female students from the fourth year of the computer teacher preparation program at the Faculty of Specific Education, Minia University, randomly divided into two equal groups. The researcher developed the innovative "MILE" model consisting of four integrated dimensions: Microlearning Dynamics, Interactive Engagement, Learning Ecosystem, and Expertise Development. The research instruments included a cognitive achievement test, an interactive product evaluation rubric, and an academic engagement scale, all validated for reliability and validity. Results showed high effectiveness of the proposed model across all dependent variables, with the experimental group achieving mean scores of (36.90) out of 40 on the achievement test, (89.83) out of 100 on product evaluation, and (70.66) out of 75 on academic engagement, with statistically significant differences at the (0.01) level favoring the experimental group in all variables. Eta-squared values indicated strong effect sizes for the model, and Blake's modified gain ratios showed acceptable to high effectiveness.