Research Summary The research aims at developing the skills of designing and producing digital learning resources (info graphic and e-story) by the Special Education students and their learning efficiency in the Faculty of Early Childhood Education as well. The research was carried out by investigating the different levels of adaptive support (gradually increasing continuous, gradually decreasing continuous, and gradually disappearing intermittent) and their providing mechanisms (augmented reality and electronic worked examples) in the digital activities based on gamification and their role regarding that. The research sample consisted of (90) female students in the second level of the Special Education Program, Faculty of Early Childhood Education, Fayoum University. The measurement instruments included an achievement test for the cognitive aspect, and rubric cards for the skills of designing and producing digital learning resources. As for the experimental treatment instrument, it is designing a learning environment based on gamification. In addition, the process of providing support during learning is gradual by changing the path of each learner according to her responses to the activities. It was found out that the skills of designing and producing digital learning resources improved due to the diversity of adaptive support levels and their providing mechanisms. There are differences according to the adaptive support levels (gradually increasing continuous support / gradually decreasing continuous / gradually disappearing intermittent) in the post implementation of the infographic observation card and its effect size is large. There are differences according to the adaptive support levels and their providing mechanisms (electronic worked examples and augmented reality) in the post implementation of the infographic observation card and its effect size is large. There are differences according to the adaptive support levels in the post implementation of the observation card of the e-story production skills and its effect size is large. There is a statistically significant difference at (0.05) between the mean scores by the six experimental groups regarding the learning efficiency in the cognitive test for designing and producing infographic and the cognitive test for designing and producing e-story as well.