ملخص الدراسة:

The current study aimed to examine the relation between brain dominance and the use of technology for learning purposes across three countries. Participants included 634 male and female students enrolled in universities in Saudi Arabia, Egypt, and Algeria, selected through stratified cluster sampling. Participants completed a series of questionnaires assessing brain dominance and the use of technology for learning purposes. Analysis demonstrated that females reported greater QC and QD dominance than men. Statistically significant positive relationships between brain dominance and the use of technology for learning purposes were also found. The brain dominance variables accounted for 79% of the variance in using technology for learning purposes. Adjusting for the other brain dominance predictor variables, only QC (positively) and QD (inversely) were significant. Results may inform the development of special education programs among technology users to enhance their learning potential.