Why would we want to make content interactive?
The “doer effect” is an association between the number of online interactive practice activities students’ do and their learning outcomes…evidence across four different courses involving over 12,500 students that the learning effect of doing is about six times greater than that of reading.Koedinger, K. R., McLaughlin, E. A., Jia, J. Z., & Bier, N. L. (2016, April).
What should I consider when making interactive content?
- Management of Cognitive Load
- Design Principles for engagement
- chunking,
- immediate feedback
- presenting the information via a variety of methods and modalities, etc.
- Active Learning
- check your understanding,
- guided activity
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual review of psychology, 64, 417-444.
Koedinger, K. R., McLaughlin, E. A., Jia, J. Z., & Bier, N. L. (2016, April). Is the doer effect a causal relationship? How can we tell and why it’s important. In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (pp. 388-397).
Wilkie, S., Zakaria, G., McDonald, T., & Borland, R. (2018). Considerations for designing H5P online interactive activities. Open Oceans: Learning without borders. Proceedings ASCILITE, 543-549.
Brain Lobes Image used under a CC BY 4.0 License by Wilkie, S., Zakaria, G., McDonald, T., & Borland, R. (2018)