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Rhodes & Azbell (1985) identified 3 levels of interactivity,
Reactive - where there is little learner control of content structure with program directed options and feedback - basic stimulus : response interactions
Coactive - providing learner control for sequence, pace and style
Proactive - where the learner controls both structure and content.
In this case, interactivity was perceived as being extended or improved when the learner had more control, although that control would appear to refer more to navigation than to instruction, a distinction which will be expanded on later.
A Developer's Classification: When developing multimedia applications, significant emphasis must be placed on the ways in which users can access, manipulate and navigate through the content material. The levels and functions of interactivity defined by Schwier & Misanchuk (1993) are as follows
- Object interactivity (proactive inquiry) refers to an interactive multi-media program in which objects (buttons, people, things, or other metaphors) are activated by using a mouse or other pointing devices. Clicking usually generates a form of audio-visual response. The functionality of such objects depends on previous objects encountered, previous encounters with the current object, or previous instructional performance.
- Linear interactivity (reactive pacing) refers to functionality which allows the user to move forwards or backwards through a predetermined linear sequence of the content. It is often called 'electronic page-turning'. Overuse of linear interactions in learning environments may reflect inappropriate use of technology.
- Hierarchical interactivity (reactive navigation) provides the user with a predefined set of options from which the user can select a specific path or structure of accessing the content. The most common example of this interaction is the main menu where the user returns to select another option.
- Support interactivity (reactive inquiry) involves providing the user with a range of help options and messages, some of which can be very simple and others quite complex.
- Update interactivity relates to components of the program that initiate a dialogue between the user and the computer-generated content. The program generates questions or problems to which the user must respond.
- Construct interactivity is an extension of update interactivity and requires the creation of an environment in which the user is required to manipulate component objects to achieve specific goals.
- Reflective interactivity (proactive elaboration) refers to text responses. If n text responses are available to the user there is always the possibility that the user will require the n+1 answer and the program will judge the enquiry as "incorrect". Reflective interactivity responds by providing answers recorded by other users and allows the current user to compare and reflect on their response.
The diagram below illustrates REFLECTIVE interactivity (Copyright Fujitsu Australia Limited 1994). In this case, the user has entered responses to a question asking for five instances where negotiation is required; the nature of their answer can then be compared to both other students and "the experts".
- Hyperlinked interactivity (proactive navigation) provides access to a wealth of information that the user is allowed to navigate at will.
- Non-immersive contextual interactivity (mutual elaboration) combines all previous levels of interactivity and extends them into a complete virtual training context. Users are transported into a micro world that reflects their existing working environment and the tasks they undertake mirror those of their working environment.
The diagram below illustrates CONEXTUAL interactivity (Copyright Dorling Kindersley 1994) where the user can almost walk through an 18th Century warship, interacting with SIMULATIONS and HYPERLINKING to other sections of the ship.
- Immersive virtual interactivity (mutual elaboration) projects the user into a complete computer-generated world which responds to individual movements and actions.
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