Types
of Interactivity
adapted from: Sims,
R. Interactivity: A Forgotten Art |
| Object
Interactivity |
Object
interactivity (proactive inquiry) refers to an application in
which objects (buttons, people, things) are activated by using
a mouse or other pointing device. |
| Linear
Interactivity |
Linear
interactivity (reactive pacing) refers to applications in which
the user is able to move (forwards or backwards) through a predetermined
linear sequence of instructional material. Often termed electronic
page-turning, this class of interaction does not provide response-specific
feedback to learner actions, but simply provides access to the
next (or previous) display in a sequence. |
| Support
Interactivity |
Support
interactivity occurs when the user receives performance support,
which may range from simple help messages to complex tutorial
systems. The inclusion of support interactivity (reactive inquiry)
in the classification extends the options of the developer to
include both generalised and context-sensitive support.
|
| Update
Interactivity |
Update
interactivity relates to individual application components or
events in which a dialogue is initiated between the learner
and computer-generated content. For this concept, the applications
present or generate problems (either from a database or as a
function of individual performance levels) to which the learner
must respond; the analysis of the response results in computer-generated
update or feedback. |
| Construct
Interactivity |
The
construct class of interactivity (proactive elaboration) is
an extension to update interactivity, and requires the creation
of an instructional environment in which the learner is required
to manipulate component objects to achieve specific goals. |
| Reflective
Interactivity |
Reflective
interactivity records each response entered by users of the
application and allows the current user to compare their response
to that of other users as well as recognized "experts".
In this way, learners can reflect on their response and make
their own judgement as to its accuracy or correctness. |
| Simulation
Interactivity |
Simulation
interactivity (which ranges from reactive elaboration to mutual
elaboration, depending on its complexity) extends the role of
the learner to that of controller or operator, where individual
selections determine the training sequence. For example, setting
a range of switches to certain values to enable the functioning
of a production plant, with the settings selected determining
the presentation or update sequence. The simulation and construct
interactivity levels are closely linked, and may require the
learner to complete a specific sequence of tasks before a suitable
update can be generated. |
| Hyperlinked
Interactivity |
With
hyperlinked interactivity (proactive navigation), the learner
has access to a wealth of information, and may "travel"
at will through that knowledge base. The provision of linked
information can provide a means to present problems which are
solved by correctly navigating through the "maze"
of information. |
| Non-Immersive
Contextual Interactivity |
This
concept combines and extends the various interactive levels
into a complete virtual training environment (mutual elaboration)
in which the trainee is able to work in a meaningful, job-related
context. Rather than taking a passive role in which they work
through a series of content oriented sequences, they are transported
into a microworld which models their existing work environment,
and the tasks they undertake reflect those of the work experience.
Non-Immersive Contextual interactions require significant effort
in design strategy and work well with a rapid prototyping methodology.
|
