معايير تصميم بيئات الفيديو التفاعلي التعليمي القائمة علي اختلاف توقيت تقديم الدعم لتنمية مهارات إنتاج الألعاب التعليمية الإلكترونية لدى الطلاب المعلمين بشعبة التربية الخاصة
The goal of this research is to arrive at a list of standards for designing interactive educational video environments based on the different timing of providing support for the development of electronic educational game production skills among student teachers in the Special Education Division. To achieve this goal, the researchers prepared a questionnaire to determine a list of electronic educational game production skills that are required to be developed among student teachers in the Special Education Division. Special education and a questionnaire to determine a list of design standards necessary to develop interactive educational video environments based on the different timing of providing support for developing the skills of producing electronic educational games among student teachers in the Special Education Division. Using the descriptive analytical method, they were then presented to experts. The research sample consisted of seventeen arbitrators who were specialists in the fields of educational technology, psychology, and special education. Then the researchers collected and analyzed the data and processed it using statistical methods appropriate to the nature of the research. The results of the research related to the standards for designing interactive educational video environments based on the difference in the timing of providing support indicated that the judges agreed 100% on the importance of each of the standards and indicators, and the percentages of agreement on the link of performance indicators to their standards ranged between (89.70%: 100%). While the results of the research related to the list of skills for producing electronic educational games indicated that the judges agreed 100% on the importance of both the main and secondary skills. Accordingly, a list of standards for designing educational interactive video environments was reached based on the different timing of providing support for developing the skills of producing electronic educational games among student teachers in the Special Education Division, which in its final form consisted of (11) main standards and (111) sub-standards. While the list of skills for producing electronic educational games among student teachers in the Special Education Division of the College of Education consisted of (8) main skills and (34) subskills. (Published abstract)