Interactivity in Multimedia Learning

Domagk, S., Schwartz, R., & Plass, J.L. (in press). Interactivity in Multimedia Learning: An integrated Model. Computers in Human Behavior. 

Constructivist approach for learning: learner should be actively engaged in the process of knowledge construction

-interactive multimedia learning environment lets learner be actively involved in the process

What is interactivity?

Interactivity in the context of computer-based multimedia learning is reciprocal activity between a learner and a multimedia learning system, in which the reaction of the learner is dependent upon the reaction of the system and vice versa.

Moreno and Mayer's five types of interactivity: 

1-dialoguing: learner receives questions and answers or feedback

2-controlling: control over pace

3-manipulating: control over aspects of the presentation

4-searching: entering queries, selecting options

5-navigation: selecting information sources 

Kalyuga's three types of learner control afforded by the learning system:

1-control over information delivery, 

2-representational forms

3-content

 and two dimensions: flexibility and dependence

Different suggestions on interactivity: 

- from non-interactive to highly interactive

- interactivity may cause large extraneous load because of the extra information need to be process or split attention that interferes with learning

Kennedy introduces cognitive interaction model

-continuous feedback between behavioral processes, instructional events and cognitive processes

-Problem: doesn't consider learner's characteristics, emotions

-Solution: INTERACT: Integrated Model of Multimedia Interactivity

Six principles:

1-learning environment: includes the instructional design and the affordances of the learning system

2-behavioral activities: what the learner does physically to interact with the system, 

3-cognitive and metacognitive activities: 

       -cognitive: mental operations, procedures and processes which learner perform to select, mentally integrate, organize and integrate new information into coherent knowledge structure.

• surface-level processing: use of cognitive strategies of repetitive rehearsal and rote        memorization to encode new information into working memory- learning outcomes: retention and recall.
• deep-level processing: results from use of cognitive strategies as elaboration, self regulation, critical thinking to integrate new information with prior knowledge - deep understanding and transfer
• cognitive process dimensions: (Bloom's taxonomy)-remember, understand, apply, analyze, evaluate and create
• knowledge dimensions: factual, conceptual, procedural and metacognitive knowledge

      -metacognitive: knowledge about cognition and regulation of cognitive activities

4-motivation and emotion: conditions of the learner that arise from given situation

• motivational factors can affect cognitive engagement
• metacognitive factors can regulate cognitive processing and affect 
• in INTERACT, emotion, motivation and cognition are intertwined and they are in a feedback loop, influencing and being influenced by cognition

5-learner variables: prior knowledge, learner characteristics- influence level of engagement, learner's motivation, etc

6-learner's mental model: exiting knowledge structures that learning brings to learning activity and the knowledge that learner gains as a result of the learning activity

Educational design features in INTERACT:

Learner control: can help the learner to adjust information to his cognitive needs

Guidance/feedback: guidance: directs cognitive processes of the learner, generating hypothesis, monitoring, and structuring

• interpretative: guides the learner in structuring knowledge by activating the prior knowledge
• experimental: helps the learner to set up  and interpret experiments
• reflective: helps  learners in reflecting on the learning process and new information

      feedback: provide different kinds of instructional support