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This paper aims to investigate the influence of augmented reality technology on the achievement and attitudes of student tolerance for ambiguity. Seventy-eight undergraduate students at King Faisal University participated in the experiment, in two groups according to their learning style (tolerant or intolerant of ambiguity). The findings revealed that augmented reality technology helps ambiguity-tolerant students improve achievement and form positive attitudes toward the use of augmented reality in learning more than it does those who are ambiguity intolerant. The study promotes taking account of students’ learning styles and personal characteristics when designing interactive learning environments, to provide the best learning experience for their preferences.

This article examines the influence of static/interactive infographics on reflective/impulsive students’ academic achievement. The study sample consisted of 80 undergraduate students who were divided into two groups according to their cognitive style (reflective/impulsive). Each group was further divided into two sub-groups based on the type of infographics (static/interactive) to be evaluated. The findings showed that interactive infographics are more effective than static infographics in improving academic achievement. Reflective students outperformed impulsive students in terms of academic achievement, and there was a significant interaction between interactive infographics and reflective students. This study may serve as a guide for educators and designers of learning resources in selecting the most appropriate forms of technology conforming to students’ varying cognitive styles. Implications for practice or policy: The designers of e-learning environments must focus on the cognitive style of each learner. The design of those environments must take into account the diversity of information presentation methods to meet the various cognitive styles. Students' academic achievement can be improved by the use of interactive infographics due to their richness in material, multimedia approach, and interactivity that stimulate and communicate with learners’ senses and positively affect their acquisition of information.

This paper main aim is to compare the effect of a new electronic teaching internship strategy and the traditional face-to-face teaching internship strategy on the pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) skills. This paper highlights one consequence of the coronavirus (COVİD-19) pandemic on education in a Saudi university's college of education. The pandemic forced pre-service teacher educators to find alternative teaching internship strategies in place of the traditional face-to-face strategy. The research involved 120 pre-service teachers from two classes: 2019 (traditional) and 2020 (electronic). The results showed significant differences between the two research groups regarding their technological knowledge (TK) (p = 0.005), pedagogical knowledge (PK) (p = 0.001), pedagogical content knowledge (PCK) (p = 0.000), technological content knowledge (TCK) (p = 0.000), technological pedagogical knowledge (TPK) (p = 0.000) and technological pedagogical content knowledge (TPACK) (p = 0.000). These results strongly advocate the importance of blending traditional and online teaching internship strategies to develop pre-service teachers' TPACK skills. The current study may also inform stakeholders, curriculum developers, teacher educators, and designers of teacher preparation programs to develop content-specific and technology-enhanced learning opportunities linked to the most appropriate teaching methods. This may prepare pre-service teachers for their responsibility to support their instruction using technology, and to facilitate the digital transformation in education, one of the main programs of Saudi Arabia's Vision 2030.