The study aimed to explore the use of infographics as multimedia tools in language-based learning: enhancing cognitive language skills in secondary education. The researcher used the quasi-experimental approach and the study community consisted of all tenth-grade students in public schools in Giza District, numbering (1272) male and female students. The study sample consisted of (100) male and female students. The experimental group consisted of two groups, one group consisting of (20) male students from Netl Secondary School for Boys, and (26) female students from Netl Secondary School for Girls. The control group consisted of two groups, consisting of (26) male students from Umm Qusayr School for Boys, and (28) female students from Umm Qusayr Secondary School for Girls. They were selected using the available random method (2024/2025 AD). The results of the study showed that there were statistically significant differences attributed to the post-test of computational thinking skills in favor of the experimental group, and that there were statistically significant differences attributed to the effect of teaching with infographics. The differences were in favor of teaching (the experimental sample) with infographics for the study unit designed in light of infographics. This means that the effect of the designed educational unit was high. The results showed that there were no statistically significant differences attributed to the effect of the interaction between the group and gender. The study recommends training social studies teachers on designing and employing infographic technology.
Al-Kassab et al. (Thu,) studied this question.