Interaction between Multi-Intelligent Agents Model and Content Display Style in Virtual Environment and its Effect on Computer Maintenance and Self-Regulation Skills for Educational Technology Students

        The current research aims to develop the skills of computer maintenance and self-regulation for educational technology students through measuring the effect of the interaction between multi-intelligent agents model and content display style in virtual environment, the application of the basic experiment did on (90) students from Educational Technology Department Computer Teacher Division on the second semester of the academic year 2018/2019m in the Faculty of Specific Education Tanta University, and the students were randomly divided into six experimental groups and each group included (15) students, the students of experimental groups studied through virtual environment in which the multi-intelligent agents model were employed with content display style  which appear  in order: the first experimental group (static model / holistic style), the second experimental group (static model/ sequential style), the third experimental group (dynamic model / holistic style), the fourth experimental group (dynamic model / sequential style), the fifth experimental group (interactive model / holistic style), and the sixth experimental group (interactive model / sequential style), after the implementation of the experiment the students' grades were calculated and the statistical results were processed, and the results revealed the superiority of the sixth experimental group which studied its students in a virtual environment based on(interactive multi-intelligent agent model/ sequential content display style) in the order of averages of  the post application of all research tools, and a positive correlation between the scores of the students in all experimental groups in all research tools, as the results showed that there was a statistically significant difference in favor of (interactive model/ sequential style) in the cognitive achievement test due to the effect of the interaction between the independent variables of the research, while there were no statistically significant difference between the average scores of the experimental groups in the performance observation skills list and the self-regulation scale due to effect of interaction between multi-intelligent agents model and content display style.