The current research aimed to reveal the interaction between the two types of crowdsourcing (internal and external) and reinforcement (positive and negative) in a social learning environment and its impact on developing laptop problem-solving skills and immersion in learning among educational technology students. The research used the achievement test, observation card, and learning immersion scale as measurement tools. The experimental design was 22, and the research sample consisted of 132 students from the fourth level in the educational technology and computer program. They were divided into four experimental groups, each consisting of 33 students. The first group was in the internal crowdsourcing style with positive reinforcement, and the second group was in the crowdsourcing style. External with positive reinforcement, the third group with internal crowdsourced style with negative reinforcement, and the fourth group with external crowdsourced style with negative reinforcement. The research used a two-way analysis of variance method to reveal the significance of differences between groups. The results resulted in the superiority of the students of the external crowdsourced style compared to the internal crowdsourced style in developing the cognitive and skill aspects and immersion in solving laptop computer problems, and the students’ superiority when the crowdsourced source was positively reinforced compared to the negative reinforcement in developing the cognitive and skillful aspects and immersion in solving laptop computer problems, as shown. Results: There are no differences between the average scores of students in the four experimental groups in developing cognitive and skill aspects and immersion in solving laptop computer problems.