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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 coronavirus disease (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 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 decisionmakers 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.

This article investigates the effect of the flipped learning model on university students with internal/external locus of control regarding their self-regulated learning skills and learning retention in Saudi Arabia. The sample was divided into two groups according to learning style (internal/external locus of control). Both groups were taught through a flipped learning model. A self-regulated learning skills scale and a learning retention instrument were used. Results indicate significant differences between the experimental groups in favor of the internal locus control. The study highlights the necessity of identifying students' learning styles and finding the best e-learning environments and strategies that meet their learning preferences.

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.

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 article focuses on comparing two e-learning strategies (cooperative versus collaborative) in terms of developing preservice teachers' skills in designing one of the modern Web 2.0 assessment tools (i.e., e-portfolio) and their effects on product quality and achievement motivation towards designing e-portfolio. After the experiment involving 80 students from the third level at the faculty of education, King Faisal University in Saudi Arabia, during the first semester of the school year 2017/2018, a questionnaire on achievement motivation and a product quality assessment card were used. The results show no significant difference between the two e-learning strategies regarding students' achievement motivation. On the other hand, there is a significant difference in product quality in favor of cooperative e-learning. The study highlights social-network based e-learning strategies of developing preservice teachers' teaching and evaluating skills that they need to apply in the new digital era.

Video games participate effectively in the educational process due to their attractive visual features, but there are many challenges that teachers face when using them. Among these challenges is designing games to suit the goals of the educational process and respecting societal identity. Although there are many studies on educational video games, limited approaches that enhance teachers' education have been explored. The current study focuses on stimulating pre-service teachers' design thinking skills and improving the quality of their video games that have a visual identity by incorporating a design thinking approach into a makerspace. This study followed a quasi-experimental approach, in which 38 pre-service teachers from the departments of Art Education, Early Childhood Education, and Educational Technology at the College of Education at King Faisal University in Saudi Arabia participated. They designed and produced educational video games that consider visual identity and completed the design thinking scale. The results showed that there was great cooperation between participants from all disciplines in the work team, which affected the generation of creative and innovative ideas and the quality of the educational video games. This is due to the use of design thinking elements such as empathy, identification, ideation, and prototyping with different tools in the makerspace. This study calls for the use of a design thinking approach in the classroom learning space for teachers' education, discusses implications for educational practices, and recommends further research in this area. [ABSTRACT FROM AUTHOR]

The objective of this study was to assess the levels of techno-anxiety and technosatisfaction that special education teachers in Saudi Arabia experienced during the COVID-19 pandemic. We used a survey to gather data from 286 teachers of students with special needs across from early intervention to secondary school (5-18 years) the Kingdom, and we interviewed 23 teachers (3 early intervention, 13 primary, 2 intermediate, 5 secondary). Quantitative analysis was employed to analyze the survey responses, while qualitative thematic analysis was used for the interview data. The findings showed that the teachers experienced moderate levels of anxiety (a mean of 2.33 out of 4). On the other hand, the teachers expressed satisfaction (a mean of 2.98 of 4) with the distance learning system they used. The study highlights the benefits and challenges associated with implementing distance learning for students with special needs. These findings could help inform the design of distance learning environments and identify the factors that influence teachers' feelings of anxiety or satisfaction during the implementation of distance learning. Additionally, the study's results could encourage parents of students with special needs to foster improved collaboration and cooperation with teachers. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Background: Pediatrics hypertension is a major public health concern. The burden of hypertension among children has increased especially in high-income countries due to the surge in obesity prevalence. Objective: The current study aimed to evaluate the differences and similarities in the prevalence of hypertension and prehypertension among obese students living in Jeddah estimated by the updated Saudi guidelines and the guidelines of American Academy of Pediatrics for hypertension. Patients and Methods: This cross-sectional study included a total of 107 students having BMI >18.5 and 192 students having BMI <18.5, served as a control, matched in age and gender. They were collected from national and international schools and from out-patient clinics of Hospitals of Ministry of Health . This study was done between October 2019 and March 2020. The participants were subjected to blood pressure measurements, classified based on updated Saudi & American guidelines of hypertension 2017. Results: Among overweight/obese students' systolic hypertension was significantly higher and was 2.344 more likely to occur than among normal students (95% CI:1.283 - 4.285. <0.001), the prevalence of systolic hypertension grade I was significantly higher by Saudi guidelines compared to that recorded by American among overweight/obese group (21.5% versus 12.1, P=0.004). The prevalence of elevated systolic blood pressure by American guidelines was significantly higher among overweight/obese group above 13 year when compared to its similar by Saudi guidelines (37.4% versus 25.2%, P=0.004). Conclusion: It could be concluded that overweight/obese students are at least two times more susceptible for hypertension than normal body weight students. A fixed threshold for hypertension of the updated American guidelines for teenager could be the cause of a down-estimation of prevalence of hypertension to prehypertension state. [ABSTRACT FROM AUTHOR]