Levels and Types of Interactivity

Adapted from:

Tang, B.C. (2005). Interactive e-learning activities to engage learners - A simple classification. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World
Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4092-4097). Montreal, Canada: Association for the Advancement of Computing in Education
(AACE).

Arshavskiy, M. (2013). Instructional Design for ELearning: Essential Guide to Creating Successful ELearning Courses. CreateSpace Independent Publishing Platform

ACQUISITION-RECEPTION-PASSIVE
Level Type Examples Pedagogical needs and considerations

Level 1: Passive interactions * Simple images

*Simple graphics
The learner has no control over *Simple videos
the progress of the learning: *Simple audio
they watch and read as the *Etc
program progresses.
Strictly linear. This level is what
is commonly referred to as
‘page-turners'

Level 2: Limited interactions Control *Questions Learners with different reading and learning ability
*Hyperlinks can have control over the pace of the lesson
The learner has more control Control interactivity allows *Clickable menus Learners do not need to learn the content in a fixed
over the sequence of the learners to determine what *Animations sequence
program. This level is content he/she wants to pay *Simple questions: MCQ or Do learners possess sufficient prior knowledge or
appropriate for teaching lower attention to, and the pace, T/F *Activities that require cognitive ability to make appropriate sequence
level content such as facts and flow and/or depth at which the manipulation of the elements choices?
procedures. content is presented. The on screen: drag-and-drop, If not, what structure of cues can be incorporated to
purpose of this type of matching, etc guide learners?
interactivity is to allow learners Does learners’ knowledge of the content differ? If so, is
to take charge of their own it desirable to allow learners to decide the depth of
learning. the content they want to pay attention to?

TEACHER-CENTRED
 PRODUCTION- ACTIVE
Level Type Examples Pedagogical needs and considerations
.
Level 3: Complex interactions Response *Animated videos At the beginning to activate relevant prior
*Complex drag & drop knowledge
Besides learner control, the A question or activity that requires *Simulations When teaching a particular chunk of content to
programme may include learner’s response is used to encourage *Branching scaffold learning by focusing learners’ attention on
animations or scenarios, learner involvement and hence promote *Animated Videos important points, getting them to think about the
simulations, etc. This level is learner engagement in the learning *Complex simulations content or guiding them to arrive at the appropriate
appropriate for skill process. where the learners conclusion
development or problem-solving enter data into fields After teaching a particular chunk of content or at
challenges. Manipulate *Scenario-based cases the end of the lesson to check learners’
*Custom animations understanding or summarise/extend/evaluate
At Level 3 there is a high degree Engages learners by encouraging where learners have their learning
of complexity and customisation exploratory learning whereby learners the ability to
of the course. In addition the are guided to arrive at a concept, rule or investigate. Can learners manipulate certain variables to arrive
student has more control over principle. A well designed interactive at a concept or gain a deeper understanding of a
their training and perceives the manipulative allows learners to be concept?
course as a participative and engaged in interactive hands-on What are the variables and how can the variables be
dynamic activity and not just a exploration of the concept leading to manipulated?
presentation of content deeper understanding. What guidance would learner need to arrive at the
appropriate conclusion?
How can their conclusion be reinforced and/or
extended?

Level 4: Real-time interaction Co-construct This level might What support or tools would learner need to
include all of the complete the task?
This level is good for complex Allows learners to work together with above characteristics What prompts or cues would learner need?
problem solving or application the computer to perform a certain task or plus complex content,
of skills and knowledge to real- create a certain product serious learning
world situations. Engages learners by making learning games, avatars, and 3D
more purposeful and hence meaningful simulations.
for the learners.

LEARNER-CENTRED