The objective of this research is to investigate the relationship between content presentation styles (expansive–vertical) and cognitive styles (Focusing–Scanning) in e-learning settings. The study aims to assess the influence of these styles on the development of computational thinking skills and educational engagement among students studying educational technology at the College of Basic Education in Kuwait. The study investigates the impact of these factors on students’ results in an electronic learning environment assisted by Google Sites, using a 2 × 2 Factorial Design. The research methodology included an experimental design that incorporated two distinct independent variables: content presentation style (expansive or vertical) and cognitive style (Focusing or Scanning). The study included a sample of first-year students majoring in educational technology from the College of Basic Education in Kuwait. The data were obtained by administering achievement assessments and engagement scores both before to and after the intervention inside the e-learning setting. The results indicated that there were no statistically significant variations in achievement assessments and evaluations of educational engagement across the various approaches to material presentation and cognitive types. This implies that the expected influence of these factors on computational thinking abilities and educational involvement may not be as significant as previously believed. The conclusion underscores the intricate nature of learning within e-learning settings and posits that variations in cognitive style and preferences for information presentation may not have a universal impact on learning results. The research emphasizes the need for a more comprehensive understanding of the efficient integration of various educational methodologies within e-learning environments in order to accommodate the varying demands of learners.