Levels of Interactivity

Level 1: Passive

The learner receives information only, and is required to read text and view graphics/illustrations to progress through the course.

• Visual menu
• Use a visually engaging menu to explore the scenarios within a course. Details of each scenario could be presented on rollover of each character.
• Rollovers
• You can display the definitions of specific words and terms on mouse rollover. This instant access to definitions can enhance knowledge retention of important terms.
• Rollovers can also be used to present a lot of information on a single screen e.g. considering advice and testimonies from several colleagues.
• Rollovers can be used to allow learners to explore a system or structure. Each part is explained by showing a description about it.
• Click to Reveal
• Select labelled items (text and/or images) to reveal further information.
• Information can be revealed in a sequential manner to illustrate a story.
• Information can be presented in such a way as to help explain a process or system. The screen can build up progressively to reveal text or graphics that remain on screen, rather than disappearing.

Level 2: Limited

The learner makes simple responses to instructional cues. Activities include multiple choice questions and matching exercises related to text and graphic presentations.

• Text MCQ
• Simple text questions can be integrated in the content to allow learners to assess their understanding of the information presented. Generic or specific feedback can be provided with an explanation of the correct answer.
• Question screens where more than one answer is correct can also be used. Where appropriate, feedback can acknowledge where the learner is partially correct.
• Visual MCQ
• Multiple choice question can be designed using images. To answer the question, the learner clicks and selects a single image. The use of images increases the appealing power of the question and the retention of the concepts in question.
• Similarly, multiple correct answer question using images can be used. The learner selects all the appropriate images to solve the question.
• Video
•  Multiple-choice questions can also be interspersed with video to help keep the learner engaged and actively involved with the concepts.
• Drag and drop
• Create a matching pair question using images. The learner places the answer image on the question image.
• Or, create a multiple matching pairs question using images. This activity aids in associative learning of concepts and their visual representations.
• With categorisation interactions, the learner is presented with a set of pre-defined categories. Items associated with each category are presented one by one. The learner has to categorise each item. A time limit could be added for an additional challenge.
• Alternatively, all the items associated with each category are already presented on screen. The learner has to categorise each item.

Level 3: Complex

The learner makes a variety of selections using varied techniques in response to instructional cues. Techniques include complex simulations, data entry, and/or scenario-based branching logic where the learner’s journey is based on their decisions.

• Simulations
• Simulations allow learners to perform realistic tasks, such as logging on to a website, closing a sale, completing a form, or – as in this case – setting up a military Forward Operating Base.
• Text Entry
• Create a question with predefined blank spaces. For each space, the learner needs to type in the correct answer. Alternatively, the correct answer could be selected from a drop down list.
• Multi Branching Scenarios
• Multi branching scenarios allow learners to apply their comprehension of the content by choosing from several paths and experiencing the consequences. Core concepts can be reinforced with the aid of instructive feedback.
• A universal ‘slider’ provides learners with full user control, allowing them to pause, rewind, fast-forward, and replay entire conversations.