The Level of Adaptive Feedback (Brief / Elaborated) and Its Effect on Developing Interactive Simulation Design Skills and Reducing Academic Procrastination among Postgraduate Students at the Faculty of Specific Education. The Abstract The current research aimed to identify the effect of the level of adaptive feedback (brief/ elaborated) within an electronic learning environment on developing interactive simulation design skills and reducing academic procrastination among first-year postgraduate diploma students in the Educational Technology and Information Program at the Faculty of Specific Education, Zagazig University. The study adopted a quasi-experimental design. A set of research instruments was developed, including an achievement test to measure the cognitive aspect, an observation checklist to assess performance skills, a product evaluation rubric, and an academic procrastination scale. The treatment and instruments were applied to a sample of (20) male and female students enrolled in the Educational Technology Program at the Faculty of Specific Education, Zagazig University. The findings revealed that the electronic learning environment incorporating two levels of adaptive feedback (brief / elaborated) achieved a significant gain ratio in the students’ post-test scores on the cognitive achievement test, performance observation checklist, and academic procrastination reduction scale compared to the pre-test. Moreover, there was a statistically significant difference between the mean ranks of the two experimental groups—namely, the first group (brief adaptive feedback) and the second group (elaborated adaptive feedback)—in the post-administration of the cognitive achievement test, the interactive simulation design skills observation checklist, and the final product evaluation rubric, in favor of the second group that received elaborated adaptive feedback. However, the results indicated no statistically significant difference between the mean ranks of the two experimental groups in the post-administration of the academic procrastination reduction scale, both levels of adaptive feedback were equally effective in reducing academic procrastination among postgraduate students at the Faculty of Specific Education, The study recommends giving attention to providing adaptive feedback within e-learning environments in order to develop students’ concepts and skills and reduce academic procrastination. Keywords: adaptive feedback- Interactive Simulation Design Skills - Reducing Academic Procrastination.