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.

The paper reports some of the reasons behind the low use of Information and Communication Technology (ICT) by teachers. The paper has reviewed a number or studies from different parts of the world and paid greater attention to Saudi Arabia. The literature reveals a number of factors that hinder teachers’ use of ICT. This paper will focus on lack of access to technology, lack of training and lack of time.

This paper focuses on comparing collaborative group sizes (small versus large) in terms of developing preservice teachers’ skills in designing webpages using HTML in a project-based learning environment. It examines the effect that group size has on academic achievement and product quality in project-based learning environments. The experiment involved 74 undergraduate students enrolled in the sixth level of the Computer Teacher Program, Faculty of Education, King Faisal University in Saudi Arabia, during the second term of the school year 2018-2019. Study results indicate that there are significant differences between large and small size groups as they relate to students’ academic achievement and product quality, showing a preference for a large group, which disagrees with most of the existing literature. In this study, the researchers explain this disagreement and recommend new directions in researching group sizes in project-based learning environments in the future.

This article investigates the extent of academic procrastination among secondary school students in the Kingdom of Saudi Arabia who utilize sustainable digital learning materials, specifically e-books, compared to those who rely on printed books in a traditional face-to-face learning environment. A sample of 336 first-year secondary school students was randomly recruited and divided into two experimental groups based on their preference for either electronic or printed textbooks. An online survey was employed to assess academic procrastination. The findings indicate no statistically significant differences in the impact of textbook formats (electronic versus printed) on academic procrastination among secondary school students. This study emphasizes the importance of employing e-books instead of printed books as sustainable digital learning resources, thereby contributing to sustainable education and the preservation of natural resources. Furthermore, this research could serve as part of a broader series of studies investigating the effects of integrating sustainable digital resources into education on students’ psychological development, study habits, and educational outcomes.

Technology has invaded all spheres of life, including education and providing a lot of facilities. It has played a great role in managing education during the COVID-19 crisis. However, technology might prove detrimental if there is too much of it which may negatively affect its users in some way. This study aimed to investigate final-year students’ technology fatigue in distance project-based learning environments during the coronavirus disease (COVID-19) pandemic. The study employed an online survey approach to collect data from 86 final-year students. The results showed that technology does not highly fatigue final-year students in distance project-based learning environments. Still, the study reported some factors that contribute to increasing and decreasing final-year students’ technology fatigue level, which may inform project supervisors and decision-makers on the best practice for implementing distance project-based learning without putting students under great pressure and fatigue resulting from technology. This study adds to a limited yet growing body of literature on a very important topic, technology fatigue, that has recently arisen in the academic sector especially during the COVID-19 pandemic when technology was the quickest and most ideal response to the global lockdown.