The current research aimed to determine the effect of the interaction between content presentation styles (hotspot/flash cards) in an interactive book and working memory proficiency levels (high/low) on developing digital phone application production and self-learning skills among computer teacher students. The research sample consisted of (64) male and female students, divided into four experimental groups. The research included four experimental treatments. The first treatment presented an interactive book with an hotspot content presentation style and a high working memory proficiency level. The second treatment presented an interactive book with an hotspot content presentation style and a low working memory proficiency level. The third treatment presented an interactive book with an inverted cards content presentation style and a high working memory proficiency level. The fourth treatment presented an interactive book with an inverted cards content presentation style and a low working memory proficiency level. The research tools included an achievement test, an observation card, a self-learning scale, and a working memory proficiency level scale. The results showed an interaction between content presentation styles (hotspot/flash cards) in an interactive book and working memory efficiency (high/low). Hotspot favored those with high working memory efficiency, while flash cards were more appropriate for those with low working memory efficiency. The study recommended adopting the hotspot style for high working memory efficiency, while flash cards could be adopted for low working memory efficiency.