The Impact of the Interaction between Content Display Style (Mend Maps-Conceptual Maps) Digital and Self-Learning Ability Level by Cloud Learning Environment in Acquiring Gamification Production Skills and Developing the Reasoning Thinking Skills for Students of Teachers Instructional Technology

Current research aimed to identify the most appropriate content and presentation style is (mind maps - conceptual maps) in computerized digital/cloud using learning environment Google Classroom given to determine the level of comparability for self-learning (high -low); in addition to the study of the interaction Between the types and level of comparability for self-learning, with regard to their impact on production skills Gamification both cognitive and functional, and the development of Reasoning Thinking skills of students teachers education technology Division consisted of (40 Male and female students), after making a statistical experimental design.
 The results showed that: There is a statistically significant difference at the level of significance of 0.05 ≤ between experimental groups students grades averages in cognitive achievement test and performance evaluation of card production skills of educational stimuli Electronic returns to the primary influence in use (mind maps vs. conceptual maps) digital, as results showed difference at the level of significance of 0.05 ≤ between experimental groups students grades averages scale Reasoning Thinking skills for the basic effect; using (mind maps vs. conceptual maps) digital, there is a statistically significant difference at the level indication ≤ 0.05 Between the experimental groups students grades averages scale evidentiary thinking skills for the basic effect; the level of comparability for self-learning (high vs. low), and the results showed no statistically significant differences at 0.05 ≤ connotation between average grades students groups The cognitive achievement test pilot; and a performance assessment, evidentiary thinking skills scale; due to the primary influence for interaction between (mind maps vs. conceptual maps), the level of comparability for self-learning (high vs. low).