The Interaction between the two Types of Broadcasting Digital Content (Podcast / Vodcast) and Display Time (Short / Long) and its Effect on the Development Generative Thinking Skills among

The present study aimed to investigate the effect of the interaction between the two types of broadcasting digital content (Podcast / Vodcast) and display time (Short / Long) on the development of generative thinking skills among secondary school students. The study stemmed from an educational problem related to the weakness of these skills among students, despite their importance in dealing with the abundance and conflict of information in the digital age, which requires the development of higher-order thinking skills. A quasi-experimental factorial design (2 × 2) was adopted, applied to a sample of (94) female students in the third grade of secondary school in Al-Ahsa, who were divided into four experimental groups (Podcast, Vodcast, Short Display Time, Long Display Time). The research tool was a Generative Thinking Skills Test developed by the researcher. The results revealed statistically significant differences between the pre-test and post-test mean scores in favor of the post-test across all experimental groups, indicating the effectiveness of using both podcast and vodcast, whether with short or long display time, in improving generative thinking skills. However, no statistically significant differences were found between the four groups in the post-test, which indicates that all types of digital broadcasting and display time contributed comparably to the development of these skills. These findings highlight the importance of employing digital broadcasting technologies (Podcast and Vodcast) in secondary education, and the necessity of diversifying digital learning strategies in line with Saudi Vision 2030 to foster higher-order thinking skills among learners. Keywords: Podcast, Vodcast, Display Time, Generative Thinking, Secondary Education