Interaction and Interactivity in Online Mathematical Applets: Two Sides of the Same Coin
Purchase or Subscription required for access
Purchase individual articles and papers
Subscribe for faster access!
Subscribe and receive access to 100,000+ documents, for only $19/month (or $150/year).
Already have access?
Institutional Subscription
You don't appear to be accessing the site through a subscribing institution (your IP address is 52.91.67.23).
If your university, college, or library subscribes to LearnTechLib, you may be able access full text articles through a login page.
You can search for your instition by name or by location.
Authors
EdMedia + Innovate Learning, Jun 27, 2005 in Montreal, Canada ISBN 978-1-880094-56-3
Abstract
Online mathematical applets are one of the most beneficial innovations of computer-based educational technology. They aid learners in their investigation of mathematical concepts and relationships. However, most of these applets do not seem to be well-designed and hence, their benefits cannot be fully realized. The primary reason for this inefficacy is designers' lack of understanding of two closely related, yet distinct concepts of interaction and interactivity. This paper compares an applet, developed by NCTM, with its redesigned version to illustrate how direct manipulation as an interaction technique can have different degrees of effectiveness in learning, depending on its operationalization based on the interactivity factors.
Citation
Nanda, P., Liang, H.N. & Sedig, K. (2005). Interaction and Interactivity in Online Mathematical Applets: Two Sides of the Same Coin. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1284-1290). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/p/20256.
© 2005 AACE