The aim of the research is to raise the level of fourth grade students in digital culture skills and technological enlightenment, by designing a spaced e-learning environment based on the interaction between the two types of feedback and the two levels of academic persistence, and then revealing the impact of this interaction on the development of cognitive and performance aspects related to skills. The analytical descriptive approach was used, the experimental method, and the research sample consisted of (60) students from the fourth grade of primary school in Saft Zureik rented school, where the experiment was conducted on four experimental groups, the first one giving them (informational) feedback and the level of academic persistence (high) and the second with nutrition The (informative) feedback and the (low) level of academic persistence. The third is the (corrective) feedback and the (high) academic persistence level. The fourth is the (corrective) feedback and the (low) academic persistence level. The research relied on the semi-experimental design known as (2× 2 factorial design). It has four experimental groups with pre and post measurement. The measurement tools were the achievement test, the observation card and the technological enlightenment scale (all prepared by the two researchers). The results resulted in the superiority of the students of the third experimental group (corrective feedback pattern - high academic persistence level) over the rest of the groups in the post-application of the achievement test, the observation card and the technological luminance scale, and the main recommendation of the research is the need to employ feedback patterns with levels of academic persistence in e-learning environments Spaced in particular and different e-learning environments in general.