The aim of the research is to determine the effect of the interaction between the two modes of presenting the fixed infographic content (total - partial) and the cognitive style (tolerance/intolerance of ambiguity) in the development of the cognitive and performance aspects related to the skills of systems analysis and academic self-efficacy among students of the fourth year specializing in preparing a computer teacher at the Faculty of Specific Education, University of Zagazig, The research sample consisted of (120) students of the fourth year of the Computer Teacher Preparation Division, and the sample was divided by applying the ambiguity tolerance /intolerance scale to (60) male and female students with the ability to tolerate ambiguity, and (60) male and female students Those with the ability to not tolerate ambiguity, and each of them was divided into two experimental groups of (30) male and female students in each group, bringing the number of experimental groups to (4) groups according to the experimental design of the research. The pattern of providing partial fixed infographic content with regard to the impact of the pattern of providing infographic content on the cognitive aspect related to systems analysis skills and the performance aspect related to systems analysis skills, and the self-efficacy measure, as for the Related to the cognitive style (tolerance/ intolerance of ambiguity). The results showed that students with the cognitive style (tolerance of ambiguity) excelled in the cognitive aspect related to systems analysis skills, the performance aspect related to systems analysis skills, and a measure of self-efficacy, as for the impact of the interaction between the style of content delivery The infographic and the cognitive style, the results concluded that there is a strong impact of the interaction between the style of presenting the overall fixed infographic content and the cognitive style that bears ambiguity in the cognitive aspect related to systems analysis skills, the performance aspect associated with systems analysis skills, and the self-efficacy scale.