Excerpts from Michael Allen's Guide to e-Learning on interactivity...
Definition: Opportunity for learner to engage with the content by responding to a question or taking an action to solve a problem.
Interactivity has dual powers that are capable of achieving behavioural change:
- THINKING – Thinking leads to understanding, which leads to increased capabilities
- DOING – Rehearsed performance can build skills
Well designed exercises provide encoding opportunities – integrating new knowledge with existing knowledge in long-term memory; promoting more connections.
Interactivity creates external events (i.e. clicking and/or dragging) AND internal events (thinking i.e. classification, analysis, and decision making). Interactivity forces learners to commit to an answer before receiving feedback (unlike questions/puzzles in books).
Interactivity is NOT:
- Navigation
- Buttons
- Scrolling
- Browsing
- Animation
- Video
Essential Components of Interactivity
- Context – framework/conditions e.g. aerial view of office
- Should simulate real-life environment
- Challenge – stimulus to action e.g. identify the most immediate safety threat
- Good: apply learning, multiple steps, put at risk (i.e. start again)
- Poor: revealing correct answer after mistake; using “No, try again.”
- Activity – Response to challenge e.g. decide, then move employee to your office
- Good: allow learners to change their responses
- Poor: artificial questioning (a, b, c, all, none), one chance, allows luck
- Feedback – Reflection of effectiveness
- Good: instructive, honest (negative/positive consequences), delayed
- Poor: immediate judgement, focus on passing test
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