Review of European Studies; Vol. 12, No. 1; 2020 ISSN 1918-7173 E-ISSN 1918-7181 Published by Canadian Center of Science and Education 12 Evaluating Children‟s Websites in Arabic language Nahla M. Gahwaji Correspondence: Nahla M. Gahwaji, Childhood Studies Department, King Abdulaziz University, Saudi Arabia. E-mail: ngahwaji@kau.edu.sa Received: November 13, 2019 Accepted: December 13, 2019 Online Published: December 16, 2019 doi:10.5539/res.v12n1p12 URL: https://doi.org/10.5539/res.v12n1p12 Abstract The Internet is one of the most successful means of providing a rich learning environment, and children are among the most affected by that interactive atmosphere. The research adopted a descriptive approach using an evaluation card in a checklist form to evaluate general, educational content, and technical elements of Arabic- language children‟s websites. The evaluation card included (17) domains and (127) items examining (20) Arabic websites for children representing the research sample. In terms of general elements, the research findings confirmed that accessibility and ease of use received the highest rating (93.33%), while continuous timeliness was the lowest (21.25%). In the elements of educational content, the written text was the highest (91.11%), while the interactivity was only (30.77%), and finally the technical elements, the written text at the highest ratings (93%), compared to video, animation and sound at the lowest rating (60.83%). Regarding the availability of key domains in the websites, technical elements received the highest percentage (71%), followed by general elements (62.58%), and the educational content elements were last (53.93%). The research main recommendations involved designing Arabic websites for children with their interests and developmental needs as well as benefiting from websites in the international settings, by avoiding the shortcomings and weaknesses revealed in the research results. Keywords: websites, children, evaluation, multimedia, Arabic language 1. Introduction With the tremendous developments taking place in today's world, many of the fundamental concepts governing community relations and interactions with each other have changed. The concept of teaching or learning is perhaps one of the most significant and direct lycées, which have been significantly influenced by the development of advanced information and communication technology (Clements & Sarama, 2003). Education is the foundation of building a human being capable of dealing with modern technology and changes in the international arena in the context of a knowledge society (Fryer, 2009). This network, like any modern technological innovation, has attracted the attention of the entire world, and experts and specialists have been quick to design the latest websites of all types, to achieve the goals they aim to accomplish (Baumgarten, 2003; Stosic & Stosic, 2013). Research evidence has confirmed the advantages of computers and the internet, which encouraged many educators to utilize it in the educational process (Andrew, 2007). A study by (Stone, 2004) emphasized the importance of the internet as a teaching source, because learning can acquire simultaneously and in synchronously without adhering to the limits of time and space, it is not necessary to have computers in schools as learner can use it anywhere, and access the internet many times to check the educational material constantly (Ertmer, 1999 Greenhow, Robelia & Hughes, 2009). Because of its extensive contents and diverse information and knowledge, it is used as a search tool, where it enriches the educational process, increases its effectiveness, and supports building the knowledge base (Bilal, 2005). Also, on-line learning contributes to the development of communication skills and social interaction among learners, which leads to change in the attitudes of learners, towards e-learning (McManis, Simon & Nemeth, 2012). The study of (Andrew, 2007) highlighted the importance of the interaction that occurs between the learner and the content, the learner and the teacher, the interaction of the learner with himself, and the interaction of the learner with another learner, which happens in the virtual world using computer, internet, and websites (Dwyer, 2007). The worldwide web is one of the most successful means of providing a rich educational environment, and children are among the most vulnerable to the digital age and the information revolution (Resnick, 2002), especially the internet, which has a great capacity to profoundly affect children, as a multi-potential media tool that provides diverse services (Greenfield, 2004; Greenfield & Yan 2006). These services fulfill multiple educational, entertaining and other purposes and a good opportunity for learners to search for information (NAEYC & Fred Rogers Center for Early Learning and Children‟s Media, 2012). An American organization revealed that nearly two out of five children used a smartphone or