The Effectiveness of Interactive Infographic (Partial/ Holistic) in an Virtual Classrooms Environment for Developing The Digital Images Processing Skills & Visual Thinking Among Preparatory Stage Pupils With (Sequential/Holistic) Learning Styles

This current research aims to develop the cognitive and performance aspects of digital images processing skills and visual thinking among the preparatory stage pupils according to (Sequential / Holistic) learning style by measuring the effectiveness of interactive infographic (partial/ Holistic) in an virtual classrooms environment. The research sample consisted of (136) male and female pupils divided into four experimental groups. The first one used the virtual classrooms environment based on partial interactive infographic according to the sequential learning style. The second used the virtual classrooms environment based on holistic interactive infographic according to the sequential learning style. The third used the virtual classrooms environment based on partial interactive infographic according to the holistic learning style. The fourth used the virtual classrooms environment based on holistic interactive infographic according to the holistic learning style.The results show the effectiveness of interactive infographic in developing the digital images processing skills and visual thinking among the four experimental groups’ pupils . The first experimental group pupils were succeeded with high scores (sequential learning style with using the partial interactive infographic pattern) more than the third experimental group pupils (holistic learning style with using the partial interactive infographic pattern), while there was no difference between the second experimental group pupils (sequential learning style with using the holistic interactive infographic pattern) and fourth experimental group pupils (holistic learning style with using the holistic interactive infographic pattern). The groups were ranked as follows: interactive infographic (partial) according to the (sequential) learning style in first place