The current research aimed to discern the effect of two tools for presenting micro-learning content (digital video / motion infographic) in the mobile learning environment on developing the skills of using augmented reality applications and the need for cognition of instructional technology students. The participants of study consisted of 60 third year students majoring in Computer Teacher, Department of Educational Technology, Faculty of Specific Education, Zagazig University. They were divided into two experimental groups. The first group studied using digital video, whereas the second group studied using motion infographic. The research used three research instruments: a cognitive achievement test related to the targeted skills, a checklist for observing the practical performance of those skills, and a measure of the need for cognition. After the pre- and post- administration of the instruments to the participants of the study along with applying the mobile learning environment, results were reached. Results indicated that there is a statistically significant difference at the level of (0.05) between the mean scores of the whole participants in the pre- and post- administration of the cognitive achievement test, the checklist for observing the practical performance, and the measure of the need for cognition in favor of the post-administration results. Results also indicated that there is a statistically significant difference at the level (0.05) between the mean scores of the students of the first experimental group and the mean scores of the students of the second experimental group in the post- administration of the cognitive achievement test in favor of the second experimental group. On the other hand, results indicated that there is no statistically significant difference at the level of (0.05) between the mean scores of the students of the first experimental group and the mean scores of the students of the second experimental group in the post-administration of the checklist for observing the practical performance and the measure of the need for cognition.