0225 032 127 035

‫ﺗﻄﻮﻳﺮ ﺑﻴﺌﺔ ﺗﻌﻠﻢ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺬﻛﺎﺀ ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺃﺛﺮﻫﺎ ﻓﻲ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻌﻨﻮﺍﻥ‪:‬‬
‫ﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﻟﺮﺿﺎ ﻋﻦ ﺍﻟﺘﻌﻠﻢ ﻟﺪﻱ ﻃﻼﺏ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‬

‫ﻣﺠﻠﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺍﻟﻤﺼﺪﺭ‪:‬‬
‫ﺟﺎﻣﻌﺔ ﺑﻨﻬﺎ ‪ -‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‬ ‫@ @‬
‫ﺍﻟﻨﺎﺷﺮ‪:‬‬
‫ﺷﺤﺎﺗﺔ‪ ،‬ﻧﺸﻮﻯ ﺭﻓﻌﺖ ﻣﺤﻤﺪ‬ ‫ﺍﻟﻤؤﻟﻒ ﺍﻟﺮﺋﻴﺴﻲ‪:‬‬
‫ﺃﺣﻤﺪ‪ ،‬ﺭﺣﺎﺏ ﺍﻟﺴﻴﺪ ﺃﺣﻤﺪ ﻓؤﺍﺩ)ﻡ‪ .‬ﻣﺸﺎﺭﻙ(‬ ‫ﻣؤﻟﻔﻴﻦ ﺁﺧﺮﻳﻦ‪:‬‬
‫ﻣﺞ‪ ,32‬ﻉ‪127‬‬ ‫ﺍﻟﻤﺠﻠﺪ‪/‬ﺍﻟﻌﺪﺩ‪:‬‬
‫ﺗﻄﻮﻳﺮ ﺑﻴﺌﺔﻧﻌﻢﺗﻌﻠﻢ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺃﺛﺮﻫﺎ‬ ‫ﻣﺤﻜﻤﺔ‪:‬‬

‫‪2021‬‬ ‫ﺍﻟﺘﺎﺭﻳﺦ ﺍﻟﻤﻴﻼﺩﻱ‪:‬‬
‫ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﻟﺮﺿﺎ ﻋﻦ ﺍﻟﺘﻌﻠﻢ ﻟﺪﻯ‬
‫ﻳﻮﻟﻴﻮ‬
‫ﰲ ﺗﻨﻤﻴﺔ‬ ‫ﺍﻟﺸﻬﺮ‪:‬‬
‫ﻃﻼﺏ ﻛﻠﻴﺔ ﺍﻟﱰﺑﻴﺔ‬ ‫‪91 - 176‬‬ ‫ﺍﻟﺼﻔﺤﺎﺕ‪:‬‬

‫‪1288492‬‬ ‫ﺭﻗﻢ ‪:MD‬‬
‫ﻭﻣﻘﺎﻻﺕ‪Developing a Learning Environment‬‬
‫‪based‬‬ ‫‪on Artificial‬‬
‫ﺑﺤﻮﺙ‬ ‫ﻧﻮﻉ ﺍﻟﻤﺤﺘﻮﻯ‪:‬‬
‫‪Intelligence and its Effect on EnhancingArabic‬‬
‫‪Instructional‬‬ ‫ﺍﻟﻠﻐﺔ‪:‬‬
‫‪Design Skills and Learning Satisfaction among Students‬‬
‫‪EduSearch‬‬ ‫ﻗﻮﺍﻋﺪ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‪:‬‬
‫‪of the College of Education‬‬
‫ﺍﻟﺬﻛﺎﺀ ﺍﻻﺻﻄﻨﺎﻋﻲ‪ ،‬ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺘﻌﻠﻴﻤﻲ‪ ،‬ﻃﻠﺒﺔ ﺍﻟﺠﺎﻣﻌﺎﺕ‬ ‫ﻣﻮﺍﺿﻴﻊ‪:‬‬
‫‪http://search.mandumah.com/Record/1288492‬‬ ‫ﺭﺍﺑﻂ‪:‬‬
‫ﺇﻋﺪﺍﺩ‬
‫ﺩ‪ .‬ﺭﺣﺎﺏ ﺍﻟﺴﻴﺪ ﺃﲪﺪ ﻓﺆﺍﺩ ﺃﲪﺪ‬ ‫ﺍ‪.‬ﻡ‪.‬ﺩ‪ .‬ﻧﺸﻮﻯ ﺭﻓﻌﺖ ﳏﻤﺪ ﺷﺤﺎﺗﻪ‬
‫ﻣدرس تكنولوجيا التعليم‬ ‫أستاذ تكنولوجيا التعليم المساعد‬
‫كلية التربية النوعية ‪ -‬جاﻣعة الزقازيق‬ ‫كلية التربية‪ -‬جاﻣعة دﻣياط‬
‫© ‪ 2022‬ﺍﻟﻤﻨﻈﻮﻣﺔ‪ .‬ﺟﻤﻴﻊ ﺍﻟﺤﻘﻮﻕ ﻣﺤﻔﻮﻇﺔ‪.‬‬

‫ﻫﺬﻩ ﺍﻟﻤﺎﺩﺓ ﻣﺘﺎﺣﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻹﺗﻔﺎﻕ ﺍﻟﻤﻮﻗﻊ ﻣﻊ ﺃﺻﺤﺎﺏ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ‪ ،‬ﻋﻠﻤﺎ ﺃﻥ ﺟﻤﻴﻊ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﻣﺤﻔﻮﻇﺔ‪ .‬ﻳﻤﻜﻨﻚ ﺗﺤﻤﻴﻞ ﺃﻭ ﻃﺒﺎﻋﺔ ﻫﺬﻩ ﺍﻟﻤﺎﺩﺓ ﻟﻼﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻟﺸﺨﺼﻲ ﻓﻘﻂ‪ ،‬ﻭﻳﻤﻨﻊ ﺍﻟﻨﺴﺦ ﺃﻭ ﺍﻟﺘﺤﻮﻳﻞ ﺃﻭ ﺍﻟﻨﺸﺮ ﻋﺒﺮ ﺃﻱ ﻭﺳﻴﻠﺔ )ﻣﺜﻞ ﻣﻮﺍﻗﻊ ﺍﻻﻧﺘﺮﻧﺖ ﺃﻭ ﺍﻟﺒﺮﻳﺪ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ( ﺩﻭﻥ ﺗﺼﺮﻳﺢ ﺧﻄﻲ ﻣﻦ ﺃﺻﺤﺎﺏ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﺃﻭ‬
‫ﺍﻟﻤﻨﻈﻮﻣﺔ‪.‬‬
‫ﻟﻺﺳﺘﺸﻬﺎﺩ ﺑﻬﺬﺍ ﺍﻟﺒﺤﺚ ﻗﻢ ﺑﻨﺴﺦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺣﺴﺐ ﺇﺳﻠﻮﺏ ﺍﻹﺳﺘﺸﻬﺎﺩ ﺍﻟﻤﻄﻠﻮﺏ‪:‬‬
‫ﺇﺳﻠﻮﺏ ‪APA‬‬
‫ﺷﺤﺎﺗﺔ‪ ،‬ﻧﺸﻮﻯ ﺭﻓﻌﺖ ﻣﺤﻤﺪ‪ ،‬ﻭ ﺃﺣﻤﺪ‪ ،‬ﺭﺣﺎﺏ ﺍﻟﺴﻴﺪ ﺃﺣﻤﺪ ﻓؤﺍﺩ‪ .(2021) .‬ﺗﻄﻮﻳﺮ ﺑﻴﺌﺔ ﺗﻌﻠﻢ ﻗﺎﺋﻤﺔ ﻋﻠﻰ‬
‫ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺬﻛﺎﺀ ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺃﺛﺮﻫﺎ ﻓﻲ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﻟﺮﺿﺎ ﻋﻦ ﺍﻟﺘﻌﻠﻢ ﻟﺪﻱ ﻃﻼﺏ ﻛﻠﻴﺔ‬
‫ﺍﻟﺘﺮﺑﻴﺔ‪.‬ﻣﺠﻠﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﻣﺞ‪ ,32‬ﻉ‪ .176 - 91 ،127‬ﻣﺴﺘﺮﺟﻊ ﻣﻦ‬
‫@ @‬
‫‪http://search.mandumah.com/Record/1288492‬‬
‫ﺇﺳﻠﻮﺏ ‪MLA‬‬
‫ﺷﺤﺎﺗﺔ‪ ،‬ﻧﺸﻮﻯ ﺭﻓﻌﺖ ﻣﺤﻤﺪ‪ ،‬ﻭ ﺭﺣﺎﺏ ﺍﻟﺴﻴﺪ ﺃﺣﻤﺪ ﻓؤﺍﺩ ﺃﺣﻤﺪ‪" .‬ﺗﻄﻮﻳﺮ ﺑﻴﺌﺔ ﺗﻌﻠﻢ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺬﻛﺎﺀ‬
‫ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺃﺛﺮﻫﺎ ﻓﻲ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﻟﺮﺿﺎ ﻋﻦ ﺍﻟﺘﻌﻠﻢ ﻟﺪﻱ ﻃﻼﺏ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪".‬ﻣﺠﻠﺔ‬
‫ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺃﺛﺮﻫﺎ‬ ‫ﺗﻄﻮﻳﺮ ﺑﻴﺌﺔ ﺗﻌﻠﻢ ﻗﺎﺋﻤﺔ ﻋﻠﻰ‬
‫ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔﻣﺞ‪ ,32‬ﻉ‪ .176 - 91 :(2021) 127‬ﻣﺴﺘﺮﺟﻊ ﻣﻦ‬
‫‪http://search.mandumah.com/Record/1288492‬‬
‫ﰲ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﻟﺮﺿﺎ ﻋﻦ ﺍﻟﺘﻌﻠﻢ ﻟﺪﻯ‬

‫ﻃﻼﺏ ﻛﻠﻴﺔ ﺍﻟﱰﺑﻴﺔ‬
‫‪Developing a Learning Environment based on Artificial‬‬
‫‪Intelligence and its Effect on Enhancing Instructional‬‬
‫© ‪ 2022‬ﺍﻟﻤﻨﻈﻮﻣﺔ‪ .‬ﺟﻤﻴﻊ ﺍﻟﺤﻘﻮﻕ ﻣﺤﻔﻮﻇﺔ‪.‬‬

‫ﻫﺬﻩ ﺍﻟﻤﺎﺩﺓ ﻣﺘﺎﺣﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻹﺗﻔﺎﻕ ﺍﻟﻤﻮﻗﻊ ﻣﻊ ﺃﺻﺤﺎﺏ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ‪ ،‬ﻋﻠﻤﺎ ﺃﻥ ﺟﻤﻴﻊ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﻣﺤﻔﻮﻇﺔ‪ .‬ﻳﻤﻜﻨﻚ ﺗﺤﻤﻴﻞ ﺃﻭ ﻃﺒﺎﻋﺔ ﻫﺬﻩ ﺍﻟﻤﺎﺩﺓ ﻟﻼﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻟﺸﺨﺼﻲ ﻓﻘﻂ‪ ،‬ﻭﻳﻤﻨﻊ ﺍﻟﻨﺴﺦ ﺃﻭ ﺍﻟﺘﺤﻮﻳﻞ ﺃﻭ ﺍﻟﻨﺸﺮ ﻋﺒﺮ ﺃﻱ ﻭﺳﻴﻠﺔ )ﻣﺜﻞ ﻣﻮﺍﻗﻊ ﺍﻻﻧﺘﺮﻧﺖ ﺃﻭ ﺍﻟﺒﺮﻳﺪ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ( ﺩﻭﻥ ﺗﺼﺮﻳﺢ ﺧﻄﻲ ﻣﻦ ﺃﺻﺤﺎﺏ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﺃﻭ‬
‫ﺍﻟﻤﻨﻈﻮﻣﺔ‪.‬‬
‫@ @‬
‫ﺗﻄﻮﻳﺮ ﺑﻴﺌﺔ ﺗﻌﻠﻢ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺃﺛﺮﻫﺎ‬

‫ﰲ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﻟﺮﺿﺎ ﻋﻦ ﺍﻟﺘﻌﻠﻢ ﻟﺪﻯ‬
‫ﻃﻼﺏ ﻛﻠﻴﺔ ﺍﻟﱰﺑﻴﺔ‬
‫‪Developing a Learning Environment based on Artificial‬‬
‫‪Intelligence and its Effect on Enhancing Instructional‬‬
‫‪<NLNM<DOEt<çéÖçè<DMNS‬‬
‫<<<]‪MNSE<‚ÃÖ‬‬ ‫‪^ãßfeíéeÖ]íé×Òí×¥‬‬
‫ﺗﻄﻮﻳﺮ ﺑﻴﺌﺔ ﺗﻌﻠﻢ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺃﺛﺮﻫﺎ ﰲ‬

‫ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﻟﺮﺿﺎ ﻋﻦ ﺍﻟﺘﻌﻠﻢ ﻟﺪﻯ ﻃﻼﺏ ﻛﻠﻴﺔ‬
‫ﺍﻟﱰﺑﻴﺔ‬
‫ﻣﺴﺘﺨﻠﺺ ﺍﻟﺒﺤﺚ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪:‬‬
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Abstract
This research aims to develop a learning environment that based on
artificial intelligence and to know its effect on the development of
instructional design skills and learning satisfaction among students of the
College of Education. To achieve this goal, the two researchers designed
two questionnaires to identify educational design skills, and to determine
criteria for designing a learning environment that based on artificial
intelligence. In addition, the two researchers designed a cognitive test for
educational design skills, a student performance observation card for
educational design skills, and a learning satisfaction measure. The two
researchers also developed a learning environment that based on
artificial intelligence. This research used the descriptive and
experimental approaches, and sample consisted of third year students,
French Language division. The sample was divided into two groups (21
students as an experimental group, and 20 students as a control one). The
results showed that there was a statistically significant difference in the
post application of each of the cognitive test and the performance
observation card in favor of the experimental group, as well as the
establishing of the learning environment that based on artificial
intelligence. There was also a significant effect size in developing both
the cognitive and performance aspects of educational design skills and
learning satisfaction among the students of the experimental group. The
research recommended using and applying artificial intelligence
programs to develop students' knowledge and skills at the undergraduate
level.
Keywords: Artificial Intelligence- Instructional Design- Learning

Satisfaction .
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‫التطبيق البعدى لالختبار المعرفى‪،‬‬ ‫المعالجة‬ ‫المجموعة‬

‫وبطاقة المالحظة لمھارات التصميم‬ ‫التطبيق القبلى‬
‫التجريبية‬ ‫التجريبية‬
‫التعليمي‪ ،‬وﻣقياس الرضا عن التعلم‬ ‫لالختبار المعرفى‬
‫وبطاقة المالحظة‬
‫لمھارات التصميم‬
‫التطبيق البعدى لالختبار المعرفى‬ ‫التعليمي‬
‫وبطاقة المالحظة لمھارات التصميم‬ ‫الطريقة‬ ‫المجموعة‬
‫التعليمي‪.‬‬ ‫المعتادة‬ ‫الضابطة‬
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‫قياس المتطلبات المدخلية‬ ‫‬

‫‪2‬‬
‫معالجة اوجه النقص فى ضوء‪-:‬‬

‫‪ -‬تحليل خبرات المتعلمين‪.‬‬
‫‪ -‬تحديد المتطلبات الواجب توافرھا‪.‬‬ ‫
‬
‫‪ E‬تحديد البنية التحتية التكنولوجية‪.‬‬
‫‪ -‬تحديد األھداف العامة للمحتوى التعليمي‪.‬‬

‫‪ -‬تحديد احتياجات المتعلمين وخصائصھم‪.‬‬ ‫
?‬
‫‪ -‬صياغة األھداف اإلجرائية‪.‬‬

‫‪ -‬تصميم المحتوى التعليمي المناسب‪.‬‬
‫‪ -‬تصميم الوسائط المتعددة‪.‬‬
‫‪ -‬تصميم األنشطة ومھام التعلم‪.‬‬
‫‪ -‬تصميم استراتيجيات التعليم والتعلم‪.‬‬ ‫
‬
‫‪ -‬تصميم واجھات التفاعل والتفاعالت‬
‫‪ -‬تحديد فريق إنتاج الوسائط ومھام كل فرد‪.‬‬
‫‪ -‬تحديد برامج اإلنتاج ولغات البرمجة‬
‫
‪$ J.‬‬
‫‪.
7‬‬
‫‪ -‬تصميم أدوات التقييم والتقويم‪.‬‬

‫‪-‬‬
‫‪ -‬إنتاج الوسائط المتعددة الخاصة ببيئات التعلم‪.‬‬

‫‪ -‬إنتاج المحتوى واألنشطة‪.‬‬ ‫
‪WO‬‬
‫‪ -‬إنتاج واجھات التفاعل والتفاعالت البينية‪.‬‬
‫‪ -‬إنتاج أدوات التقييم والتقويم‪.‬‬
‫‪ -‬اختبار بيئة التعلم‪.‬‬ ‫

‬
‫‪ -‬رصد نتائج االستخدام على المتغيرات التابعة المختلفة‪.‬‬
‫‪ -‬إجراء التعديالت النھائية‪.‬‬
‫‪ -‬االستخدام النھائي لبيئة التعلم‪.‬‬ ‫

‪0‬‬
‫‪ -‬النشر واإلتاحة واالستخدام الموسع‪.‬‬
‫شكل )‪ (٢‬نموذج ﻣحمد الدسوقى ‪ ٢٠١٤‬للتصميم والتطوير التعليمي‬
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‫ﺗﻄﻮﻳﺮ ﺑﻴﺌﺔ ﺗﻌﻠﻢ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺬﻛﺎﺀ ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺃﺛﺮﻫﺎ ﻓﻲ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻌﻨﻮﺍﻥ‪:‬‬

‫ﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﻟﺮﺿﺎ ﻋﻦ ﺍﻟﺘﻌﻠﻢ ﻟﺪﻱ ﻃﻼﺏ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‬

‫ﺗﻄﻮﻳﺮ ﺑﻴﺌﺔﻧﻌﻢﺗﻌﻠﻢ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺃﺛﺮﻫﺎ‬ ‫ﻣﺤﻜﻤﺔ‪:‬‬

‫ﻃﻼﺏ ﻛﻠﻴﺔ ﺍﻟﱰﺑﻴﺔ‬ ‫‪91 - 176‬‬ ‫ﺍﻟﺼﻔﺤﺎﺕ‪:‬‬

‫© ‪ 2022‬ﺍﻟﻤﻨﻈﻮﻣﺔ‪ .‬ﺟﻤﻴﻊ ﺍﻟﺤﻘﻮﻕ ﻣﺤﻔﻮﻇﺔ‪.‬‬

‫ﰲ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﻟﺮﺿﺎ ﻋﻦ ﺍﻟﺘﻌﻠﻢ ﻟﺪﻯ‬

‫© ‪ 2022‬ﺍﻟﻤﻨﻈﻮﻣﺔ‪ .‬ﺟﻤﻴﻊ ﺍﻟﺤﻘﻮﻕ ﻣﺤﻔﻮﻇﺔ‪.‬‬

‫ﺗﻄﻮﻳﺮ ﺑﻴﺌﺔ ﺗﻌﻠﻢ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺃﺛﺮﻫﺎ‬

‫ﺗﻄﻮﻳﺮ ﺑﻴﺌﺔ ﺗﻌﻠﻢ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺃﺛﺮﻫﺎ ﰲ‬

‫ﻣﺴﺘﺨﻠﺺ ﺍﻟﺒﺤﺚ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪:‬‬

Keywords: Artificial Intelligence- Instructional Design- Learning

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‫التطبيق البعدى لالختبار المعرفى‪،‬‬ ‫المعالجة‬ ‫المجموعة‬

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‫قياس المتطلبات المدخلية‬ ‫‬

‫معالجة اوجه النقص فى ضوء‪-:‬‬

‫‪ -‬تحديد األھداف العامة للمحتوى التعليمي‪.‬‬

‫‪ -‬صياغة األھداف اإلجرائية‪.‬‬

‫‪ -‬تصميم أدوات التقييم والتقويم‪.‬‬

‫‪ -‬إنتاج الوسائط المتعددة الخاصة ببيئات التعلم‪.‬‬

‫‪ -‬اختبار بيئة التعلم‪.‬‬ ‫

‫‪ -‬االستخدام النھائي لبيئة التعلم‪.‬‬ ‫

‫شكل )‪ (٢‬نموذج ﻣحمد الدسوقى ‪ ٢٠١٤‬للتصميم والتطوير التعليمي‬

‫ﺍﻹﺟﺮﺍءﺍﺕ ﺍﳌﻨﻬﺠﻴـﺔ ﻟﻠﺒــﺤــﺚ‬

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‫قياس المتطلبات المدخلية‬ ‫‬

‫‪ -‬اختبار بيئة التعلم‪.‬‬ ‫

‫‪ -‬االستخدام النھائي لبيئة التعلم‪.‬‬ ‫

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