The Effects of Different Levels of Interaction on the Achievement and Motivational Perceptions of College Students in a Web-based Learning Environment

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Gao, T. (2003). The Effects of Different Levels of Interaction on the Achievement and Motivational Perceptions of College Students in a Web-based Learning Environment. Journal of Interactive Learning Research, 14(4), 367-386. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/4062.

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Journal Information

Journal of Interactive Learning Research
ISSN 1093-023X
Volume 14, Issue 4, October 2003
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on JILR

Author

Tianguang Gao, Ball State University, USA

Abstract

ABSTRACT: This study investigated the effects of learning materials with different interaction levels on achievement and motivational perceptions of college students in a web-based learning environment with a posttest only experimental design. There were three groups in this study: control group, reactive interaction group, and proactive interaction group. The control group received a treatment with hyperlinks to link all the learning content together; the reactive interaction group received a treatment that was implemented with elaborated immediate feedback strategy; the proactive interaction group received a treatment that was implemented with generative activity strategy. Three instruments were used to evaluate the effects of different treatments: achievement test, instructional material motivation survey and interview. The subjects in the study were students in various education majors. The results indicated that students in both the reactive and proactive interaction groups outperformed those in the control group in the achievement test. The students in the reactive interaction group demonstrated significantly higher motivation than those in the control group. The qualitative data also supported the above results.

Keywords

• Achievement
• Students
• Instructional Materials
• Interaction

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