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Learning is not limited to a certain age group or a formal study environment. However, the first eight years, and particularly the first three years, are the most important because the effects of the care and attention provided to the child during this period will continue throughout his/her life. A child's early learning processes develop his/her educational abilities and skills and fosters his/her academic achievements. Preschool can be very beneficial to the development of and learning for children, but there are differences between countries in this area. Preschool programmes of high quality can reduce repetition in the classroom and raise achievement scores for students (Jacobson and Linda 2008). There are many applications in the Middle East that teach children but none link the vowels of the Arabic alphabet characters and sound for each character and the training to select the correct format of the Arabic alphabet (e.g. "fatha," "dama" and "kasra"). This study aims to develop an educational application for children aged 3-5 to help improve their skills and abilities. The application will prepare them for school by teaching them the Arabic letters, pronunciation and the short vowels ("fatha," "dama" and "kasra"). The application also aims to help children communicate and interact more effectively with their external environment by employing several theories about learning skills, such as Piaget's "Theory of Cognitive Development", Dale's "Cone of Learning" and Bloom's "Taxonomy of Cognitive Goals". The application will focus on the first three levels of Bloom's "Taxonomy Pyramid", which are "Remember", "Understand" and "Apply". The application will be designed to aid children with their Arabic pronunciation, aural and oral skills, as well as to train and educate them in preparation for attending school. The expected result is that it will be considerably better than educational books for children's education. Combining education and play in e-learning applications is an important way to attract children.

People's styles of thinking vary; we seek to understand these differences, to refine our abilities and skills, and find new and useful ways of thinking. To develop this concept, we implement the Sternberg (1997) thinking style inventory (TSI) as part of the learning process. The main idea behind the implementation of this style of thinking is to help people understand themselves, and identify the correct completion of tasks. In this study, we investigate different ways of thinking in various academic disciplines, which may help students find the best potential use of teaching and learning, and realize the best way to develop their true abilities. This paper investigates the thinking styles of 120 female and male students from different educational backgrounds across Saudi Arabia by using an Arabic version of Robert Sternberg's questionnaire to examine their learning performance. In addition, we compare the thinking styles of Saudi Arabian males and females, demonstrating significant differences between the sexes of participants.

Dyslexic individuals have serious difficulties in learning to read, and several software programs have been developed to overcome them. Previous research studies found that in most cases, providing correct spelling and word recognition with greater accuracy constitutes the key function. However, more research has to be conducted on the software programs for dyslexia. Another issue is visual-spatial attention; the aspect of directing attention to a location of what should be learnt while reading has been ignored in most studies. This research analysis of the previous studies outlines some research gaps as follows: recording children's eye movements during reading were uncertain. Another research gap is understanding the frequencies of Arabic word recognition for dyslexic children the meaning of the Arabic word during reading for dyslexic were not adequately presented in the previous research. Therefore, this paper presents an experimental study on identifying Arabic words and their meaning by dyslexic individuals focusing on the sequence of interactions. A decision-making analysis of the key interactive components of the Arabic alphabet puzzle app for dyslexics is performed, and the finding of the study reveals that the speed and accuracy of visual word recognition and meaning description increases and significantly influences visual short-term memory. The analysis of the most important factors that influence all the other factors of the user experience of the Arabic alphabet puzzle app for dyslexics shows that 'desirability' constitutes the key attribute in enhancing visual-spatial attention and accelerating word recognition and meaning description for Arabic-speaking dyslexics.