The relationship between the level of (single -stage) computerized adaptive tests and the introductory advanced organizer (textual - infographic) and its impact on developing technological acceptance and mindfulness for postgraduate students.

The current research aimed to find out the relationship between computerized adaptive tests and multistage adaptive test and the introductory advanced organizer (textual - infographic) and its impact on developing technological acceptance and mindfulness for postgraduate students. To achieve this goal, the researcher used an experimental research approach and a review of previous educational literature, which is related to adaptive electronic tests (single and stage), preparatory organizations, technological acceptance, and mindfulness, where a list of standards for adaptive electronic tests was prepared in the two types of introductory organizer (textual - infographic). The Abdul Latif Al-Jazzar model (2014) was used in designing and developing the adaptive electronic testing environment. Research tools were also prepared, namely the technological acceptance scale and the mindfulness scale. The research sample consisted of (118) male/female students from the General Diploma in Education College of Graduate Studies of Education, Cairo University, after the students logged in to the online platform, they were divided into four experimental groups, the first group at the - (which used the adaptive test(CAT) at the item level and the textual style), and the second group (which used the adaptive test at the item level and the infographic style), As for the third experimental group (which used the adaptive test at the stage level (MST)and the textual introductory organizer style), and the fourth experimental group (which used the test at the stage level, the infographic introductory organizer style), the two groups designed adaptive tests at the (single-stage) level (each group consists of 29 male/female students, and the two groups used the introductory organizer style (text-infographic) (each group consisting of 30 male/female students), then applied parametric statistical processing methods using (SPSS.25) program, and the most important results indicated the existence of a positive relationship between computerized adaptive tests and multistage adaptive test and the organizing style (infographic text) in the post-application of the technological acceptance scale, and in the post-application of the mindfulness scale.