The technical framework of interactive functions for course-management systems: Students’ perceptions,uses, and evaluations

This study explores the interactivity of course-management systems (CMSs). First, this study reviews the concepts of interactivity, interactivity dimension, and interaction type on the basis of related theories and studies. Second, this study analyzes the interactive functions attributable to the six major CMSs in Taiwan colleges and universities, and re-constructs a technical framework containing five interaction types, nine interactivity dimensions, and 83 possible interactive functions. This study has found that a total of 21 interactive functions were featured in the six CMSs, while six functions identified from theories and research were not. In terms of interaction type, the results indicate that these six CMSs possessed the highest percentage of possible interactive functions for facilitating human interactions (e.g., learner–learner interaction and learner–instructor interaction), followed by learner–interface interaction and learner–self interaction, with the lowest percentage corresponding to learner–content interaction. In terms of interactivity dimension, these six CMSs seemed more likely to feature a learner-centered design approach than a system-centered one. Also, this study conducted user surveys on students’ perceptions, use, and evaluation of these interactive functions. A total of 491 valid sets of data were collected from six CMS user groups. The results indicate that, for their online learning, students considered the function of “Assignment handling” to be the most known, frequently used, and useful function. In addition, students were well familiar with, and made use of, any functions that would help them monitor or track their learning process. Students required more content-related interactive functions than were currently available in CMSs. Last, the regression results indicate that the more positively the students perceived the CMS interactivity, the usefulness of CMS for learning, and the interactive functions, the more positively these students perceived their CMSs.     

Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness

Interactive video in an e-learning system allows proactive and random access to video content. Our empirical study examined the influence of interactive video on learning outcome and learner satisfaction in e-learning environments. Four different settings were studied: three were e-learning environments—with interactive video, with non-interactive video, and without video. The fourth was the traditional classroom environment. Results of the experiment showed that the value of video for learning effectiveness was contingent upon the provision of interactivity. Students in the e-learning environment that provided interactive video achieved significantly better learning performance and a higher level of learner satisfaction than those in other settings. However, students who used the e-learning environment that provided non-interactive video did not improve either. The findings suggest that it may be important to integrate interactive instructional video into e-learning systems.     

An experimental study of learner perceptions of the interactivity of web-based instruction

An effectively designed interaction mechanism creates a shortcut for human–computer interaction. Most studies in this area have concluded that the higher the level of interactivity, the better, especially regarding interactive websites applied in the fields of business and education. Previous studies have also suggested that designs with a higher level of interactivity result in higher learner evaluations of websites. However, little research has examined learner perceptions as they interact with web-based instruction (WBI) systems in a situation with limited time. To assist learners in acquiring knowledge quickly, the interactivity design must make the web learning environment easier to use by reducing the complexity of the interface. The aim of the present study is to explore learner perceptions of three WBI systems with different interaction levels under time limitations. This study was therefore designed to provide a new framework to design systems with different degrees of interactivity, and to examine learners’ perceptions of these interaction elements. Three WBI systems were developed with different degrees of interactivity from high to low, and a between-subject experiment was conducted with 45 subjects. The results of the experiment indicate that a higher level of interactivity does not necessarily guarantee a higher perception of interactivity in a short-term learning situation. Therefore, the instructors must pay attention to modifying or selecting appropriate interactive elements that are more suitable for various learning stages. The findings provide insights for designers to adopt different degrees of interactivity in their designs that will best fulfill various learners’ needs.     

Enhancement of math content accessibility in EPUB3 educational publications

ABSTRACT

The article presents methods of increasing mathematical content accessibility in educational e-publications using multimodal user interfaces (UI). Educational mathematical publications such as exercise notebooks and worksheets, require student's interactivity in problem solving. EPUB3, an open format for e-publications, has the possibilities of creating multimedia, interactive mathematics content. Among the programs that support EPUB3, only a few support the MathML format presenting formulas, and provides limited possibilities for user interactivity, insufficient in mathematical education. Our solutions in the PlatMat system increase the interactive accessibility of EPUB3 mathematical content for students with visual impairment. The solutions are based on concurrent multimodal alternative interfaces for exploring math content in EPUB3 publications. Students can read and modify formulas choosing preferred UI and device. Similarly, in different modes (visual, acoustic and touch) students can recognise function graphs and shapes of geometrical figures saved in scalable vector graphics (SVG) format. Teachers can create universal mathematical documents for all students. The system supports inclusive maths education and is designed according to the principles of universal design for learning (UDL). The article describes the system’s usefulness in relation to research conducted among maths teachers. Positive results have become the basis for the further development of the system.     

Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation

The aim of this study was to assess the learning effectiveness and motivational appeal of a computer game for learning computer memory concepts, which was designed according to the curricular objectives and the subject matter of the Greek high school Computer Science (CS) curriculum, as compared to a similar application, encompassing identical learning objectives and content but lacking the gaming aspect. The study also investigated potential gender differences in the game’s learning effectiveness and motivational appeal. The sample was 88 students, who were randomly assigned to two groups, one of which used the gaming application (Group A, N = 47) and the other one the non-gaming one (Group B, N = 41). A Computer Memory Knowledge Test (CMKT) was used as the pretest and posttest. Students were also observed during the interventions. Furthermore, after the interventions, students’ views on the application they had used were elicited through a feedback questionnaire. Data analyses showed that the gaming approach was both more effective in promoting students’ knowledge of computer memory concepts and more motivational than the non-gaming approach. Despite boys’ greater involvement with, liking of and experience in computer gaming, and their greater initial computer memory knowledge, the learning gains that boys and girls achieved through the use of the game did not differ significantly, and the game was found to be equally motivational for boys and girls. The results suggest that within high school CS, educational computer games can be exploited as effective and motivational learning environments, regardless of students’ gender.     

To solve or to observe? The case of problem-solving interactivity within child learning games

We explored whether problem-solving interactivity within an instructional game fosters learning for children aged 8–10 years. Participants (N = 139) studied a biological topic either through a game-based learning environment (in which they solved assigned problems by interacting with a plant model) or from a standard learning environment (in which they observed how the problems were solved in an animation) (i.e., between-subject design). The treatments were equal with regard to learning content and guidance. No between-group differences in learning outcomes were detected (comprehension: d = 0.16; transfer: d = −0.01). Self-rating of enjoyment tended to be higher in the game group (d = 0.32), and when the children could choose between the treatments in a free-choice period, they strongly preferred the interactive game (87.5%). The results suggest that both the interactive and the non-interactive treatments are useful, but their applicability may differ depending on the learning context (e.g., school vs. home).     

Interactivity in multimedia learning: An integrated model

What does interactivity entail? What factors need to be taken into account in the design of interactive systems? Although interactivity is a widely used term accorded great prominence in discussions of multimedia learning, even a preliminary look at the literature suggests that how interactivity is defined, and what benefits it may offer, are not at all clear. The goal of this article is therefore to clarify the concept of interactivity. We present a unifying model that includes the user, the learning environment, and a system of connections and concepts that together make up interactivity. Such a model can help inform research, discussion, and design decisions on interactive multimedia instruction.     

Interactivity and memory: Information processing of interactive versus non-interactive content

Existing research on the effects of interactivity tends to treat it as a global characteristic of the interface. However, not all content on an interface is endowed with interactive features. Therefore, it is important to explore how interactivity affects the cognitive processing of those particular content that is presented with interactive features and the surrounding content without these features. With this objective, a between-subjects experiment was conducted to understand how levels of interactivity affect information processing among users of an e-commerce website. The major findings of the study are: 1) Higher interactivity enhances recognition as well as recall memory of interactive content, but diminishes recognition and recall memory of non-interactive content; 2) Individuals spend the least amount of time on the interface with high interactivity, while most of this time is spent on interactive part rather than non-interactive part of the interface; 3) A moderate level of interactivity attracts most user attention to product information. The findings about interactivity’s effect have implications for cue-summation theory and limited capacity theory. The experiment’s results also hold practical implications for e-tailers.     

面向太极拳学习的人体姿态估计及相似度计算

针对当前线上太极拳学习自然交互性差、缺乏学习反馈等问题,提出一种面向太极拳学习的人体姿态估计及相似度计算方法。首先,输入太极拳视频,利用帧间差分法提取关键帧图像;然后,利用堆叠沙漏网络模型对关键帧图像进行二维关节点检测;接着,使用长短期记忆(LSTM)网络结合Sequence-to-Sequence网络模型对检测到的二维关节点序列进行二维到三维的映射,预测三维关节点的位置坐标;最后对估计的人体姿态进行二维和三维余弦相似度计算。利用该方法设计并开发了一款相关设备简便、用户体验感强的太极拳学习与反馈应用系统,并在实际中应用。该系统可以检测太极拳学员的整体动作及各肢体段动作是否标准,并给出反馈,学员可以根据反馈结果练习和改善不标准动作,达到提升学习效果的目的。     

基于增强学习的旅行计划推荐系统

目前旅游和观光事业通过推荐系统帮助用户进行互动式对话获得目标。已有的推荐系统尽管互动性已经增强,但仍采用互动策略,在设计阶段需要指定先验。针对该问题,提出一个普遍适用的模型,基于增强学习技术设计一种旅行会话推荐系统,描述推荐系统采用的方法,总结一些关键问题。分析结果表明,该系统可自动学习自适应交互策略,     

Can more interactivity improve learning achievement in an online course? Effects of college students' perception and actual use of a course-management system on their learning achievement

This study aims to investigate how interactivity influence learners' use of interactive functions in the course-management system (CMS) and their online learning performance. A two-tier mediation framework is proposed to examine the mediating effects of different actual-use records concerning the CMS's interactive functions. Data are collected from 381 undergraduate students who enrolled in a general-education asynchronous online course from three universities in Taiwan. The results indicate that the relationships among students' self-reported use of interactive functions, students' perceptions of the usefulness of interactive functions, and students' actual-use logs have some direct influences on students' online learning performance (online-discussion scores, exam scores, and group-project scores). In addition, students' actual-use logs (the number of times of log-ins to the online course, the number of times students read learning materials, and the number of postings on the discussion board) have a mediated effect on students' self-reported frequency of logging into the CMS, students' self-reported frequency of using the learner–instructor/learner–learner interactive functions, and online learning performance. The findings and implications could constitute a useful guide for educational practitioners and designers concerned with the effective integration of interactivity into future online courses.     

Analysing the use of interactive technology to implement interactive teaching

Abstract   Recent policy initiatives in England have focused on promoting 'interactive' teaching in schools, with a clear expectation that this will lead to improvements in learning. This expectation is based on the perceived success of such approaches in other parts of the world. At the same time, there has been a large investment in Information and Communication Technology (ICT) resources, and particularly in interactive whiteboard technology. This paper explores the idea of interactive teaching in relation to the interactive technology which might be used to support it. It explains the development of a framework for the detailed analysis of teaching and learning in activity settings which is designed to represent the features and relationships involved in interactivity. When applied to a case study of interactive teaching during a lesson involving a variety of technology-based activities, the framework reveals a confusion of purpose in students' use of an ICT resource that limits the potential for learning when students are working independently. Discussion of relationships between technical and pedagogical interactivity points a way forward concerning greater focus on learning goals during activity in order to enable learners to be more autonomous in exploiting ICT's affordances, and the conclusion identifies the variables and issues which need to be considered in future research which will illuminate this path.     

Learning with web-based interactive objects: An investigation into student perceptions of effectiveness

In its efforts to continue the modernization of its curriculum, the Faculty of Dentistry at the University of Toronto has developed a series of web-based interactive learning applications. This article presents the production cycle of these new interactive learning objects and the preliminary study conducted to measure the students’ perception of the objects’ effectiveness for learning. Three applications are described in detail in this article, namely: Panoramic Radiography: Principles and Interpretation, Gross Human Anatomy 3D Atlas and Restorative Dentistry: Virtual and Interactive Cavity Preparation. Each of these applications introduces unique elements of interactivity with the learning content, specifically designed to address hard-to-grasp concepts in their respective dental disciplines. The results of a student survey conducted post-deployment suggest that the visual and interactive features embedded in the three applications have the potential to induce positive outcomes in mediating the students’ conceptualization of difficult theoretical notions.     

Design a personalized e-learning system based on item response theory and artificial neural network approach

In web-based educational systems the structure of learning domain and content are usually presented in the static way, without taking into account the learners’ goals, their experiences, their existing knowledge, their ability (known as insufficient flexibility), and without interactivity (means there is less opportunity for receiving instant responses or feedbacks from the instructor when learners need support). Therefore, considering personalization and interactivity will increase the quality of learning. In the other side, among numerous components of e-learning, assessment is an important part. Generally, the process of instruction completes with the assessment and it is used to evaluate learners’ learning efficiency, skill and knowledge. But in web-based educational systems there is less attention on adaptive and personalized assessment. Having considered the importance of tests, this paper proposes a personalized multi-agent e-learning system based on item response theory (IRT) and artificial neural network (ANN) which presents adaptive tests (based on IRT) and personalized recommendations (based on ANN). These agents add adaptivity and interactivity to the learning environment and act as a human instructor which guides the learners in a friendly and personalized teaching environment.     

Interactive simulated patient—an advanced tool for student-activated learning in medicine and healthcare

An advanced learning system for interactive simulation of patient cases (ISP) is described. The system was designed to meet specific pedagogical needs where student activation and problem orientation were two of the key issues. The system includes features such as video based illness history-taking function using free text input, highly interactive physiological examination procedures, extensive laboratory tests and detailed user feedback. The system was constructed mainly in Authorware Professional, starting more than 10 years ago, and it is now available in refined versions in different languages. Twelve pedagogical and three technical features were initially defined for the project. All of these aims were fulfilled. The ISP system has been successfully used in education, and in international collaboration, including three applicability field tests. The system is also a powerful research tool for studying for instance medical decision-making.     

User attitude as a mediator of learning performance improvement in an interactive multimedia environment: an empirical investigation of the degree of interactivity and learning styles

Multimedia technology-based interactive learning/training programs have recently emerged as major tools for learning in educational settings (schools), at home and for training in corporations. Multimedia aspects and an ability to interact with the programs are claimed to enhance the learning experiences. A central thesis of this study is that such “interactive multimedia learning systems” would significantly improve users' attitudes, and that this, in turn, would enhance their learning achievement. An additional thesis of the study is that the “learning style” of the users will moderate the relationship between interactivity and attitude. This article reports the findings of a controlled quasi-experimental study of the influences of “interactivity” on six different dimensions of user attitude (content, format, user-control, feedback, ease of use and motivation) and performance improvement (achievement-gain). The results indicate that interactivity positively influences user attitude, and some dimensions of attitude translate into enhanced user performance. The study finds some interesting support for the moderating effects of learning styles. Implications and future research directions are discussed.     

Developing a collaborative learning environment using a web-based design

Abstract Today, technology is being used to support teachers in designing interesting and stimulating learning environments for students. In this paper, a web-based design project is used to create a collaborative learning environment with the aim of inculcating collaborative skills into the learners and increasing their problem-solving and critical thinking skills. The design project was created using multimedia tools such as Dreamweaver and Adobe-Photoshop. Students worked in groups and were actively responsible for their own learning processes. Results showed that students engaged in collaborative learning enhanced their problem-solving and critical thinking skills, learned to work in a team and became more autonomous learners.     

External and mental referencing of multiple representations

This article reports on two experimental studies that investigate the impact of integration and external activity on an instructional support method that encourages learners to systematically and interactively integrate multiple representations in the external environment. The experiments compared different kinds of relating representations to each other: Interactive integration of representations, interactive referencing without integration, prompted mental referencing without interactivity, and spontaneous referencing without interactivity or instruction to relate different representations to each other. Results suggest that step-by-step integration of information can reduce extraneous cognitive load in such a way that externally relating multiple representations can be managed within the realms of working memory capacity, whereas it is revealed that interactive referencing without integrating representations externally was just as effective as prompted mental referencing. The experiments clarify the importance of considering the different sources of cognitive load and the changes in these sources during learning.     

Inducing High-Level Behaviors from Problem-Solving Traces Using Machine-Learning Tools

Many researchers consider interactive learning environments to be interesting solutions for overcoming the limits of classical one-to-many teaching methods. However, these environments should incorporate accurate representations of student knowledge to provide relevant guidance. In a problem-solving environment, one way to build and update this student model is model tracing, or using a detailed representation of cognitive skills to precisely follow what the student is doing. Some model-tracing tutors such as PAT (Personal Algebra Tutor) contain rules that the system can use to solve the problem and assess the student's solution.