The findings of this research revealed that the a source of support (the teacher) is more effective than source of support (interactive chatbot) on the development of the cognitive and performance aspects of graphic skills for deaf students.The present research aimed to exploring the effect of use a source of support (chatbot - teacher) in the environment of educational platforms on the development of some graphic skills among university deaf students. The research sample was limited to deaf students in the Faculty of Specific Education, Zagazig University. Two tools were used; 1) An achievement test. 2) Observational card to evaluate students' performance of graphic skills. The research also used two sources of support within the environment of educational platforms according to the independent variables under the current research. one of which is a learning platform with a source of teacher support in which direct dialogue rooms are used to chat with the teacher. The other is a learning platform with an interactive chat bot support source. The research used the quasi-experimental design. The research sample reached 20 students who were randomly assigned to two groups, completed the pre and post test. The first group consisted of 10 students who study within a learning platform with a source of teacher support, in which he uses direct dialogue rooms to chat with the teacher, while the second group consisted of 10 students who study within a learning platform with the support of the interactive chatbot.The findings of this research revealed that the source of support (the teacher) is more effective than source of support (interactive chatbot) on the development of the cognitive and performance aspects of graphic skills for deaf students.The research recommended the need to use the human support sources in the platform environment to achieve maximum benefit from those environments.