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. (C) 2011 British Informatics Society Limited. Published by Elsevier B.V. All rights reserved.