The measurement of end-user computing satisfaction
MIS Quarterly
The importance of learning style in end-user training
MIS Quarterly
Toward a constructivist view of instructional design
Educational Technology
Journal of Management Information Systems
User characteristics—DSS effectiveness linkage: an empirical assessment
International Journal of Man-Machine Studies
Relationship of learning style to the effectiveness and acceptance of interactive video instruction
Journal of Computer Based Instruction
The effect of multimedia on perceived equivocality and perceived usefulness of information systems
MIS Quarterly - Special issue on Intensive research in information systems: using qualitative, interpretive, and case methods to study information technology—third installment
The measurement of user information satisfaction
Communications of the ACM
Introduction to Information Systems
Introduction to Information Systems
Information Systems Management in Practice
Information Systems Management in Practice
Communication Technology: The New Media in Society
Communication Technology: The New Media in Society
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The study reported here investigates the influence of "interactivity" on the learning outcomes of users in a multimedia systems environment. Drawing from past literature base and based on key tenets of three learning theories, behaviorist, cognitivist and constructivist, the study first proposes a measurement scheme for "interactivity" and then hypothesizes that "interactivity" would influence the learning outcomes positively in terms of users' learning achievement and attitude. Three prototypes of a multimedia instructional/ training system to represent high, low, and non-interactive modes of use were developed and implemented, and the hypothesized influences were investigated using a controlled laboratory research design. Multiple analysis of variance (MANOVA) results indicate that while interactivity does not necessarily enable enhanced gain in user learning, it positively influences participants' attitude. The study finds no support for hypothesized moderating effects of learning styles (measured using Kolb's Learning Style Inventory scale) on the relationship between interactivity and user outcomes. The results of this study have important implications for both education and corporations' training efforts and investments. The reasons for practical lack of influence of learning style are highlighted in some detail. Implications and future research directions are discussed.