The COVID-19 outbreak disrupted all aspects of people’s lives, including pedagogy and instruction at universities, where its impact was felt globally, and the Kingdom of Saudi Arabia is no exception. This paper discusses and compares the academic results during the conventional mode of learning (spring semester of 2019) and during the online mode of learning (spring semester of 2020), which was throughout the pandemic period. Specifically, the study considers two Saudi groups of fifty students who were enrolled in the Department of Health Information Management and Technology at the University of Hafr Al-batin in the eastern region of Saudi Arabia. The students’ accumulative marks in six first-year courses in two semesters were analyzed and compared by calculating the passing/failure percentages, descriptive statistics (mean, median, mode, standard deviation, variance, maximum, minimum, and range), and the p-value of an inferential t-test. Additionally, the students filled out a six-category survey about their experiences and level of satisfaction with online learning compared to the regular learning mode. It was concluded that more students passed with higher grades in the year 2020 in five theoretical courses. Differently, it was deduced that practical courses such as computer applications had similar passing averages in the two years; the course required students to submit continuous assignments and projects in a fixed time period. Additionally, the participants revealed in their filled online survey that they preferred many features of the remote learning mode and the online assessment methodology. They inclined toward online learning for its flexibility and effectiveness, even though they confessed to having less interaction and focus during online sessions. Thus, the results imply to authorities in the Ministry of Higher Education to carefully and gradually embed online teaching for selected subjects with exam validation measures such as time strict limits, question banks, randomizations, and other security features.

This study explored the integration of technology into teaching practices by examining how faculty members at a newly established university in Saudi Arabia utilized the Blackboard learning system. Specifically, it investigated the use of multimedia e-learning tools by male and female faculty members during regular teaching periods following the COVID-19 pandemic. A survey questionnaire was developed using a 5-point Likert scale. The instrument covered demographic information, content creation, assessment methods, utility tools, and factors influencing Blackboard usage. Upon receiving approval, the survey was distributed via email to all faculty members across nine colleges. A total of 198 responses were collected and analyzed using both descriptive and inferential statistical methods. The findings indicated that gender had little to no statistically significant impact on the use of key Blackboard tools—such as content creation features (e.g., files, folders, items), assessment tools (e.g., tests, assignments), and utilities (e.g., virtual classes, email)—at the college level. However, when analyzed at the university level, some tools’ usage showed statistically significant gender differences at the α = 0.05 level. Furthermore, both male and female faculty members cited convenience, flexibility in uploading materials, access to virtual classes, and remote assessment of students as primary factors influencing their e-learning preferences.

In this paper, we discuss and mathematically compute the eigenvalues and the characteristic polynomials of special even square matrices of orders 4x4 and 8x8. Also, we introduce two 8th order compound magic squares. The computed values are verified using Maple software. First, for the 4th order square matrix, the characteristic polynomial was derived to be: λ(λ-2s)( λ²+4Θ) with the eigenvalues: 0,2 s, and two other conjugates. In further analysis, we performed numerical classification of the squares for the matrices of order 4. Second, for the 8th order magic square, the characteristic polynomial was obtained in the form: λ3(λ-4s)(λ4+Ωλ2+θ) where Ω,Θ are constants; the eigenvalues are 0,4 s, ∓√λ1, ∓√λ2; where λ1, λ2 are the roots of the quadratic equation: λ2+Ωλ+Θ=0. Third, for the franklin square, we obtained the eigenvalues 0,4 s, and the roots of the equation: λ2+aλ+b. Finally, we suggested a hybrid image encryption technique based on Franklin magic square matrices and improved substitution technique. The proposed a grayscale image encryption/ decryption algorithm uses circular rotation of bits and Franklin magic squares’ properties in conjunction with substitution techniques to obtain a very secure algorithm against attacks.