The present research aims to measure the effect of the interaction between the patterns of gamification (points / leaderboard) and learning style (ambiguity / non- ambiguity) and its effect on developing digital security skills and self-directed learning among Umm Al-Qura University students. The researcher used the quasi -experimental method. He prepared two experimental treatments, the first treatment focused on using the pattern of gamification based on points and the second focused on using the pattern of gamification based on the leaderboard. Each group was divided internally into two groups according to the cognitive style (tolerance / intolerance of ambiguity). He also prepared an achievement test for measuring the cognitive domain and an observation checklist for measuring the performance domain. The treatments and the instruments were applied to a sample of the fourth level students at the College of Education - Umm Al-Qura University. They were (100) students. They were divided into four equal groups. The results confirmed the effect of patterns of gamification on cognitive achievement, skills related to digital security and a self-directed learning scale, as well as there is no effect for the interaction between the patterns of gamification and the cognitive style in the cognitive and skillful aspects. There is no effect for the self-directed learning in favor of the cognitive style that endures ambiguity.
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