Infographics, as an instructional tool, enable support in the creation of an easy to read platform for learners. Steps involved to develop an infographic, play an essential role in optimizing visual literacy transfers. This study has presented a qualitative analysis of the proposed design strategy, which focuses on the infographic development process. The results have proposed that Infographics assignment design when included in instructional technology disciplines, helps instructional designers to enhance message delivery during visual transfers that eventually leads to increased learning interests among learners. The study also revealed five vital themes that emerged upon analyzing the collected data from participants involved. The present study has provided research scholars, an insight of the developed state-of-the-art tool, which in future research studies might serve as a basis for the development of an Instructional Infographic model.

This study has aimed to measure the effect of electronic tests on the academic achievements of middle school students in Arabic course. The sample has been divided into two groups; the experimental group and the non-experimental group after using the mixed experimental method. Statistical measurements had been used before, and after, the experiment for both groups; whereas, study tools were consisted of achievements test and focus group. The results have assured the existence of statistical differences between the experimental group and non-experimental group in the (language classification) category marks. The results have shown no statistical differences on the audio comprehension, reading comprehension, writing, handwriting skills, language style, grammatical function and writing expression categories marks, which give preferences to use the electronic test rather than the traditional (pen and paper) test. The study has concluded that teachers must be encouraged to perform continuous evaluation throughout the academic semester by applying electronic tests. They must emphasize on the importance of grounding rules and regulations to apply electronic tests in the educational institutions.

This study aims to contribute to the development of message design. This designing is aimed to enhance student memory and support their knowledge recall. Therefore, the study assesses the impact of colors (Red-Green-Purple-Cyan) and their effect when used in designing educational infographic message for students with relation to their retrieve functionality. To achieve the goal of the study, the researchers follow the quasi-experiment methodology, using five tools which vary in terms of words, sentences, and images. A total of 87 female students at King Saud University from different fields (Islamic Studies, Quranic Studies, Art Education, Special Needs Education, Psychology and Computer Science). The study found that there is a significant relationship (0.05 ≥ α) between the colors usages in designing educational infographic message and level of students' recall for students. It also found the significant level at (0. 05 ≥ α) impact of colors, particularly for red, on recall's level of the students when used in designing educational infographic message. Also, the researchers recommend studying different colors in divergent fields to present an educational message such as educational media, educational software, educational websites, images, books, social networking etc. which can enhance the learning competence of the students.

The need to raise achievement levels in mathematics and science has led instructional design researchers to focus on the factors that enhance achievement in these subjects. Understanding of students toward mathematics achievement may guide educators in their efforts to promote achievement by designing learning models that provide the most efficient and effective instructional strategies and learning experiences. The present study aims to examine the relationships between computational thinking (CT) skills and results in a mathematics test in a Trends in International Mathematics and Science Study (TIMSS). The five skills of CT, including creativity, algorithmic thinking, cooperation, critical thinking, and problem solving, were considered. Awareness of thinking skills and their influence on students' results may provide educators with ideas for designing instruction that may improve TIMSS achievement. The total study sample comprised of 46 female students. The results indicate that high CT levels predicted high mathematics results in TIMSS. Problem solving skills had the highest impact in the test result while creativity skills were the least influential. The results concluded that students might need to improve their problem solving skills rather than their critical thinking skills to become successful in TIMSS assessments