The word "interactive" is used commonly when describing many teaching, learning, and training software. Yet, this word does not provide a clear picture to the users what interactivity will provide. In order to better define and understand how, and if at all, interactive software affects learning, this study examined different components of interactivity. Two components of interactivity, frequency and quality, were used in this study. Much of the literature describe and provide comments that interactive learning is "good," but none seem to examine the components of interactivity within an empirical research study. Therefore, this study examined frequency and quality of interactivity in a human factors experiment using a Web browser and a computer simulation game. This study seems to be one of the first to experimentally investigate and test components of interactive learning. The two components of interactivity both had two levels and therefore were varied factorially as four different types of learning materials. After going through the learning materials, each participant in the study had to go through two different testing methods. The first method was a traditional paper test of knowledge, and the second method was applying the knowledge in the computer simulation game. The latter is considered analogous to applying learned information at a workplace. The results showed neither frequency nor quality to be significant. But, the interaction of the two components showed significance. The results lead to the conclusion that interactivity is more than one dimensional. One component alone will not alter effectiveness, but the right combination of components can provide an effective interactive learning material. / Master of Science

The major objectives of this thesis involve the development of both dynamic and interactive applications aimed at complementing traditional engineering and science coursework, laboratory exercises, research, and providing users with easy access by publishing the applications on Wolframs Demonstration website. A number of applications have been carefully designed to meet cognitive demands as well as provide easy-to-use interactivity. Recent technology introduced by Wolfram Mathematica called CDF (Computable Document Format) provides a resource that gives ideas a communication pipeline in which technical content can be presented in an interactive format. This new and exciting technology has the potential to help students enhance depth and quality of understanding as well as provide teachers and researchers with methods to convey concepts at all levels. Our approach in helping students and researchers with teaching and understanding traditionally difficult concepts in science and engineering relies on the ability to use dynamic, interactive learning modules anywhere at any time. The strategy for developing these applications resulted in some excellent outcomes. A variety of different subjects were explored, which included; numerical integration, Green's functions and Duhamel's methods, chaotic maps, one-dimensional diffusion using numerical methods, and two-dimensional wave mechanics using analytical methods. The wide range of topics and fields of study give CDF technology a powerful edge in connecting with all types of learners through interactive learning. / Master of Science

We are at a point in the history of higher education in South Africa when radical changes are occurring in instructional delivery system models. Of increasing significance is a mixed mode of traditional and distance delivery (i.e. Telematic Learning Systems at the PU for CHE). In this changing environment, language lecturers, the persons responsible for developing language modules within various Telematic programmes, remain a key element in the teaching and learning process. However, these lecturers are suddenly expected to make appropriate decisions in terms of distance education technology classification, evaluation, and consequent selection without the necessary knowledge and/or capacity to make effective technological decisions. The purpose of this article is to assist "Lone Ranger" language lecturers, in making pedagogically sound decisions when classifying, evaluating and selecting distance education technologies by: (a) considering technology selection as part of the instructional design process, (b) referring to some reasons for using technology for language learning, (c) focusing on criteria for classifying and evaluating distance education technologies, and by (d) reviewing selected studies in order to indicate the application possibilities of technologies for language teaching and learning. / Thesis (M.A. (English))--Potchefstroom University for Christian Higher Education, 2002

The problem of low achievement and failure of 8th-grade students to attain state proficiency level in science in a local school district was addressed in this case study. Data from 2012-2016 revealed that 93% of 8th-grade students in 2 suburban middle schools in the targeted state failed to meet science proficiency standards on the science Criterion-Referenced Competency Tests and the state's Milestone Assessments. The purpose of conducting this qualitative case study was to develop an understanding of teachers' perceptions regarding high failure rate of 8th-grade students to meet state mandated standards in science. Piaget's constructs of developmental and operational learning were used as the conceptual framework. Guiding questions were used to explore teacher perceptions of the challenges middle school students experience in learning science, as well as developmental and operational learning characteristics affecting science achievement. Data were collected from interviews with 12 middle school science teachers at the two schools. Data were analyzed using open coding and thematic analysis and were checked for accuracy through member checking. Common themes were behavioral issues, lack of concept application, lack of intellectual development, the need for relatable instructional strategies, and the need for teachers' professional development. A professional development program for teachers was constructed as a project to address each of these themes. The study may affect positive social change by providing teachers and stakeholders with a deeper understanding of student needs in science learning and improved instructional strategies for teachers to enhance students' science achievement.

Effective learning models adopt a highly structured approach for introductory topics, then provide students more freedom as topics increase in depth and complexity. The structure guides beginning students with rapid, appropriate feedback and provides a framework that can be expanded later with extra flexibility that encourages students to flesh out the basic framework with trial and error. This trial and error phase would also be more effective with informative feedback but providing copious feedback on open-ended problems is only feasible with a small student-to-teacher ratio or with the help of e-learning. Training engineers involves introducing many complex topics and the educational costs are high, making the use of e-learning an important training opportunity. This project introduced a novel e-learning system to engineering students in an introductory course. An experiment compared a highly structured electronic game with a more traditional, flipped classroom teaching approach. The novel learning method is intended to engage students with a consistent cognitive load as they progress through increasingly difficult learning experiences within the MySQL database querying language. Performance was measured with a post-task exercise. Task load was measured using an unweighted NASA Task Load Index (NASA-TLX). The two cohorts experienced both learning methods in two training sessions in opposite order. In the first session, participants in the current learning method group outperformed the participants in the game group (a score of 95.78 versus 93.94), but the second session was a reverse of these results (92.79 and 95.76). The task load indices also follow this pattern, with participants in the current group recording a lower task load than the game group in session one and a higher load in session two. However, as the training progressed in each session the task load increased less for the game group than for the current group, indicating that the game group experienced a more consistent task load, as expected. The game tended to extend the time that students stayed at a comfortable but challenging cognitive load, while the students in current training group experienced more periods of very low or very high cognitive load. This consistent task load may be responsible for the game producing better results on the more difficult content of the second week. We expect that as the game techniques improve, this will lead to more consistently efficient learning acquisition. We expect that the general technique may be adapted to other training areas, yielding broader educational efficiency.

Traditionally, orthopaedic surgical training has primarily taken place in the operating room. Given the growing trend of decreasing resident work hours in North America and globally due to political mandate, training time in the operating room has generally been decreased. This has led to less operative exposure, teaching, and feedback for orthopaedic surgery residents. To solve this problem, a 3D serious game that was designed for the purpose of training orthopaedic surgery residents the steps comprising the total knee replacement procedure. Real-time, 3D graphical and sound rendering technologies are employed to provide sensory realism ensuring that the knowledge gained within the serious game can be more easily recalled and applied a real world scenario. A usability study to address user perceptions of the game’s ease of use, and the potential for learning and engagement was conducted. Results indicate that the serious game is easy to use, intuitive, and stimulating. / UOIT

The National Science Foundation (NSF) is spending substantial resources to improve science, technology, engineering, and mathematics (STEM) education in the United States. The ultimate goal of these programs is to produce students with a better knowledge of math and science and who are more likely to pursue careers in STEM fields. Interactive learning modules can be used in the classroom environment for effective learning. This study examines the learning preferences of Logan High School (located in Logan, Utah) students and evaluates the impacts of using interactive learning modules with classroom lectures compared to other traditional methods of teaching.

This thesis focuses on three of the main components of an e-learning system: Infrastructure model, data integration and personalization. For the infrastructure model, our aim is to get best use of heterogeneously structured, geographically distributed data resources. Therefore, a detailed analysis of the available infrastructure models is carried out and an open source reference implementation based on grid technology is implemented. Furthermore, a simple data integration mechanism is proposed for the suggested reference implementation. For personalization, a statistical algorithm is proposed based on extracting and utilizing the learner model. The learner model based on Felder-Silverman learning style is extracted automatically using NBTree classification algorithm in conjunction with Binary relevance classifier for basic science learners. Experimental results show that the performance of the proposed automated learner modelling approach is consistent with the results, obtained by the questionnaires traditionally used for learning style assessment. In the thesis, the classification results are further utilized for providing the user with personalized queries. Keywords: Interactive learning environments / personalization in e-learning

This thesis examined an interactive, intergenerational gallery entitled MoMA Art Lab: People, located within the Museum of Modern Art in New York City. It is composed of various stations that visitors can explore, which include activities appropriate for people of all ages. The motivation for this research came after noticing a lack of family programming in art museums that truly engaged both the adults and children in family groups. Often the children would be active but the parents would sit passively nearby. This was not the case in the MoMA lab, where people of varying ages interacted with both the stations and each other as they explored the activities. This study sought to focus on the aspects of the lab that most often led to the engagement of adults who visited the lab as part of an intergenerational group. In order to examine possible reasons why the lab was able to engage adults, I conducted a case study that involved observing nine groups who entered the lab, interviewing seven of them, and also interviewing five educators in the Family Programs department who held significant roles in the development and running of the lab. The findings revealed that the aspects of MoMA Art Lab: People that most engaged adults were stations focused on art-making and were designed in a way conducive to conversation. / text

Online learning often requires learners to be self-directed and engaged, and I designed an online video-based interactive learning tool to support or scaffold students’ self-regulated or self-directed learning aimed at keeping students actively engaged with the content. Using an experimental design, this study investigates the effects of a newly designed online video-based interactive learning environment with embedded supports for self-regulation strategies on students’ learning behaviors and outcomes. In addition, correspondence between students’ self-regulation strategies in traditional learning environments and observed self-regulated learning behaviors in the video-based interactive learning environment were examined. Lastly, the unique or joint contributions of the embedded supports for self-regulation strategies to students’ learning performance were examined. A cross-sectional experimental research design with systematic random assignment of participants to either the control condition (non-interactive video environment) or the experimental condition (interactive video environment) was utilized. Undergraduate and graduate students participated in the study (N = 80). Study results indicate that the newly designed online video-based interactive learning environment was a superior instructional tool than the non-interactive video-based learning environment in terms students’ learning performance. In addition, there was correspondence between graduate students’ self-reported self-regulation and observed self-regulation, with those high on seeking/learning information and managing their environment/behavior more likely to engage more in interactive note-taking Importantly, these findings suggest that specific self-regulation strategies in traditional education settings may transfer and become enacted as specific learning behaviors in the online learning environment. Finally, the use of embedded self-regulatory functions did not have a significantly unique contribution to students’ performance in the interactive learning environment. In other words, although the interactive learning environment succeeded in scaffolding and supporting students’ learning process that resulted in superior performance than the non-interactive learning environment, none of the embedded functions appear to uniquely or individually contribute to this superior performance. In sum, students benefited from the online video-based interactive learning environment by using embedded self-regulatory functions. However, use of the embedded self-regulatory functions did not uniquely contribute to learning outcomes. Nonetheless, results support the view that interactivity based on self-regulation strategies supports active and engaged learning, which contributes to superior learning outcomes.