Arab Educational Information Network

The objective of the current research is to reveal the impact of the relationship between the density of Cues (high, low) in interactive infographics and cognitive style (independent and dependent) in an electronic learning environment via the web on the development of achievement and digital fluency and the production of educational web pages for preparatory school students, and to achieve this goal, the researcher Prepared a list of standards for designing the learning environment, and developing the two treatments for the web-based e-learning environment using visual cues at the two cues density levels (high and low) according to the ISD model of Muhammad Atiyah Khamis (2007). The researcher prepared the research tools represented in the achievement test, the digital fluency measurement card, the product evaluation card, and the cognitive style scale, and the researcher used the Factor experimental design (2 × 2) with the pre and post measurement, and applied the treatments and tools on a sample consisting of (72) ) Of the second year middle school students, they were divided into two experimental groups according to the results of the cognitive style scale. To display and extract the results, the researcher applied the appropriate statistical methods using the (SPSS V22) package. The results demonstrated the effectiveness of the e-learning environment in achievement, digital fluency skills, and the quality of the production of educational web pages, regardless of the cue density and cognitive style. The results also indicated that the treatment of high cue density was more effective than the low cue density in the achievement test, Significant difference between the two processes (high and low) density in digital fluency and Production of educational web pages. The results also revealed that the interaction between cues density and cognitive style had no effect on achievement and digital fluency and the production of educational web pages. (Author’s abstract)