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首页> 外文期刊>Information Resources Management Journal >An Empirical Investigation of the Influences of the Degree of Interactivity on User-Outcomes in a Multimedia Environment
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An Empirical Investigation of the Influences of the Degree of Interactivity on User-Outcomes in a Multimedia Environment

机译：交互程度对多媒体环境中用户结果影响的实证研究

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摘要

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. Implications and future research directions are discussed.
机译：此处报道的研究调查了“交互性”对多媒体系统环境中用户学习结果的影响。借鉴过去的文献基础，并基于行为主义者，认知主义者和建构主义者这三种学习理论的主要宗旨，该研究首先提出了“交互性”的衡量方案，然后假设“交互性”将对用户产生积极的影响学习成果学习成绩和态度。开发并实现了代表高，低和非交互式使用模式的多媒体教学/培训系统的三个原型，并使用受控的实验室研究设计对假设的影响进行了研究。方差的多重分析（MANOVA）结果表明，虽然交互性不一定能提高用户学习的收益，但会积极影响参与者的态度。这项研究没有发现对学习风格（使用Kolb的学习风格库存量表进行衡量）的假设调节作用对交互性和用户结果之间关系的支持。这项研究的结果对教育和企业的培训工作以及投资都具有重要意义。涵义和未来的研究方向进行了讨论。

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