Interaction between Brain-based Learning Strategies and Patterns of Infographics and its Impact on the Development of Information Concepts among Saudi Undergraduate Cybersecurity Students

Through addressing the following questions, the current study aims to investigate the interaction between brain-based learning strategies—spaced repetition and distributed practice—and infographics—static and animated—and its impact on the development of information concepts for Saudi undergraduate cybersecurity students. 1. What informative principles should Saudi undergraduate students in cybersecurity possess? 2. What standards should be followed while creating static or animated infographics to produce conceptual knowledge for Saudi undergraduate cybersecurity students? 3. What are the educational guidelines for an adaptive e-environment based brain-based learning strategies (spaced repetition and distributed practice - mental models) for fostering the development of information concepts in Saudi undergraduate cybersecurity students? 4. What is the interaction between brain-based learning methods (spaced repetition and distributed practice-mental models) and infographics (static/animated) and how does it affect the Saudi undergraduate cybersecurity students' development of information concepts? (80) Qassim University cybersecurity students—40 men and 40 women—make up the research groups. These individuals were selected at random from the 198 level In Qassim University's cybersecurity programme, there is only one student enrolled. They were split up into four groups, each with 20 students, and studied using the Blackboard system: experimental (G1), (G2), (G3), and (G4). These students were divided according on how they preferred infographics to be presented in order to help cybersecurity students develop their information concepts. <br> <br> <br> <br> <br>