معايير تصميم بيئات التعلم المدمجة في ضوء نظرية التصميم القائم على المشاعر للتلاميذ التوحديين

Abstract EN

This research aims to obtaining a list of standards for designing a blended learning environments based on the theory of emotion-based design for autistic students.

To achieve this goal, the researchers used the analytical descriptive research method, study and analysis of the researches to obtain the standards.

The researchers studied the sources of the derivation of the standard, methods of analysis and classification, then extract the indicators.

The researchers resulted to proto type list of standards and confirmed its true by (19) educational technology, special education, and counselling and mental health specialists.

A final list of (7) standards and (64) indicators was reached, including (2) standards, (23) indicators for the traditional part, and (5) standards, (41) indicators for the electronic part.

The percentage of arbitrators' agreement reached (94, 44% ) which is a high percentage indicating the importance of the standards and their suitability for autistic students.

The standards of the traditional part included a standard for the interaction of the teacher with specific students and a standard for tools and material objects, while the standards for the electronic portion included a standard for the interaction interface, a standard for objectives, a standard for educational content, a standard for activities and a standard for reinforcement