Preprint Article Version 1 This version is not peer-reviewed

Assessing the Impact of Different Levels of Interactivity on the Effectiveness of Self-Learning

Version 1 : Received: 4 January 2019 / Approved: 8 January 2019 / Online: 8 January 2019 (09:42:35 CET)

How to cite: Kalupahana, N. Assessing the Impact of Different Levels of Interactivity on the Effectiveness of Self-Learning. Preprints 2019, 2019010056 (doi: 10.20944/preprints201901.0056.v1). Kalupahana, N. Assessing the Impact of Different Levels of Interactivity on the Effectiveness of Self-Learning. Preprints 2019, 2019010056 (doi: 10.20944/preprints201901.0056.v1).

Abstract

As education becomes more and more important in creating improved societies, many people who do not have access to it are falling behind. To help them catch up, many people, especially those in rural areas and developing countries, are turning to different methods of self-learning, especially those that utilize cheap technology and use interactive methods to teach. Our empirical study tests the effectiveness of an e-learning system that utilizes newer, less tested forms of interactivity and could potentially be used in these areas as a self-learning system and compares it to non-interactive video and textbook self-learning in two different topics. The results of the experiment showed that the increased interactivity provided by the e-learning system achieved significantly better learning performance over both non-interactive video and textbook self-learning. It was also found that students who learned through non-interactive video performed significantly better than those who used textbooks for self-learning.

Supplementary and Associated Material

Subject Areas

interactive learning environments; distance education and telelearning; human-computer interface

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