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Higher education institutions seek to employ learning management systems (LMS) to achieve their educational goals effectively. However, the current use of these systems is characterized by a uniform approach for all students, despite their different abilities and preferences. This research aims to study the effectiveness of an adaptive learning environment based on the Blackboard in improving the academic achievement of female students at the College of Education, Qassim University, and to measure their attitudes towards this adaptive educational environment. The Educational Technology course was selected and designed as an adaptive learning environment using the ASSURE instructional design model and the Felder and Silverman Learning Styles Index. The research employed a quasi-experimental method on a sample of 20 students from the Early Childhood Program Department, divided into two groups: an experimental group (12 students) who studied in the adaptive learning environment, and a control group (8 students) who studied in a traditional electronic learning environment. The study used a pre-test and post-test to measure the academic improvement of the students, in addition to an attitude scale to measure their attitudes towards the adaptive learning environment. The results indicated that the adaptive learning environment did not improve the student's academic achievement. However, it significantly helped form positive attitudes among the students toward its effectiveness and efficiency, enhancing positive attitudes toward learning in the adaptive environment. In light of the results, further research and study are needed to design and implement adaptive learning environments through the LMS provided by universities. [ABSTRACT FROM AUTHOR]

With the emergence of the Industrial Revolution 4.0, modern technologies such as cloud computing, artificial intelligence, and big data are profoundly transforming the education ecosystem. The development of education is not only faced with huge challenges but also contains rare opportunities. New concepts such as deep learning, adaptive learning, and blended learning do not break through the inherent barriers of learning theory, and they also expedite the restoration of the educational technology ecosystem. Based on the ASSURE model, this paper systematically discusses the new development concept of educational technology. Heinich, Russell, and Molenda proposed the ASSURE model in 1989. The "A" stands for Analyze Learner, the first "S" is assumed as Objectives and State Standards; the second "S" for Selecting Media, Strategies, Materials, and Technology; the "U" for Utilizing Materials, Media, and Technology; the "R" stands for Required Learner Participation; and the "E" is assigned for Revise and Evaluate. It is widely used in classroom instruction, online learning, and organizational training. Educational technology must embrace new technology, renew the concept of educational development, shape the new pattern of educational ecology, and better serve the needs of cultivating innovative talents. [ABSTRACT FROM AUTHOR]