This research aimed to measure the impact of the interaction between the two types of navigation (hierarchical/ network) and the cognitive learning style (simplification/ complexity) in the Ubiquitous learning environment by providing the student with the cognitive and performance aspects related to computer skills and technological acceptance among students of the first year specializing in educational technology. Participants consisted of 120 students of the first year, Department of Educational Technology, Faculty of Specific Education, Zigzag University included four empirical treatments for the diffuse learning environment as follows: The first experimental group studied in a hierarchical navigation style with the simplified cognitive method, the second experimental group studied in the network navigation style with the simplified cognitive method, the third experimental group was represented by the group of students who studied the hierarchical sailing style with the cognitive complexity method, the fourth experimental group studied the networked navigation style with the cognitive complexity method Instruments included of an achievement test an observation card and a technological acceptance scale. The research recommended that regarding the (a) cognitive achievement associated with acquiring computer skills, the preference was in favor of the students of the fourth experimental group (network navigation pattern/ complexity method), followed by the third experimental group (network navigation pattern/ simplification method), followed by the second experimental group (hierarchical navigation pattern/ complexity style), followed by the first experimental group (hierarchical navigation pattern / simplification style) (b) As for the observation card related to the performance aspect of developing computer skills, the preference was in favor of the students of the fourth experimental group (network navigation pattern/ complexity style), followed by the third experimental group (network navigation pattern / simplification style), and the second experimental group (hierarchical navigation pattern / complexity style), followed by the first experimental group (hierarchical navigation style / simplification style). (c) With regard to the technological acceptance scale, the preference was in favor of the students of the fourth experimental group (network navigation pattern / complexity style), followed by the third experimental group (network navigation pattern / simplification style), followed by the second experimental group (hierarchical navigation pattern/ complexity style), and then The first experimental group (hierarchical navigation pattern/ simplification pattern). Research recommended the need to take advantage of the Ubiquitous learning environment designed in the current research in developing the skills of other computer courses for students of educational technology.