الفهرس 
مقدمةيوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 537 |  |  |
| | | from | 537 | | |
المستخلص
The aim of the current research is to develop the infographic design skills of general education teachers by designing a flipped adaptive training environment based on Gamification, which the researcher called (Infolearn). The researcher adopted the descriptive approach to prepare the theoretical framework and research tools, and the quasi-experimental approach in order to conduct the research experiment. The research sample was composed of general education teachers working in the supervision schools complex of the Desouq Educational Administration in Kafr El-Sheikh governorate, and their number is (30) teachers. These teachers were all placed in one experimental group, and the training content was presented to them in different approaches (visual / kinetic / multisensory approaches) according to the VARK model ,while the skills of infographic design in question were skills of analyzing information and academic content, Edraw Max skills and Adobe Illustrator skills), and the research tools used are (a knowledge test – observation checklist – and a quality evaluation e-test of the final product) they were applied before and after, except for the evaluation card only applied after. After conducting the statistical analysis processes, the results of the research revealed the following : There are statistically significant differences between the Means scores of the experimental group ( on the cognitive aspect and on the performance aspect) in favor of the post application, and the presence of statistically significant differences between the average scores of the experimental group in the post application of the final product quality evaluation card compared to the degree of mastery (76%) in favor of the post application, the research ended with a set of recommendations, including the necessity of relying on flipped adaptive training environments in the professional and technological development of teachers in light of the Coronavirus crisis, and requiring teachers to have accredited training hours in each academic year. In the end, a group of research ideas were proposed and presented to help researchers start from the current research conclusions.