Interaction and Interactivity in Online Mathematical Applets: Two Sides of the Same Coin
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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 World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 1284-1290). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/20256.
Conference Information
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005
Montreal, Canada
June 27, 2005
ISBN 1-880094-56-8
Piet Kommers & Griff Richards
AACE
More Information on EDMEDIA
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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.
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