User attitude as a mediator of learning performance improvement in an interactive multimedia environment: an empirical investigation of the degree ofinteractivity and learning styles

Multimedia technology-based interactive learning/training programs have rec ently emerged as major tools for learning in educational settings (schools) , at home and for training in corporations. Multimedia aspects and an abili ty to interact with the programs are claimed to enhance the learning experi ences. A central thesis of this study is that such "interactive multimedia learning systems" would significantly improve users' attitudes, and that th is, in turn, would enhance their learning achievement. An additional thesis of the study is that the "learning style" of the users will moderate the r elationship between interactivity and attitude. This article reports the fi ndings of a controlled quasi-experimental study of the influences of "inter activity" on six different dimensions of user attitude (content, format, us er-control, feedback, ease of use and motivation) and performance improveme nt (achievement-gain). The results indicate that interactivity positively i nfluences user attitude, and some dimensions of attitude translate into enh anced user performance. The study finds some interesting support for the mo derating effects of learning styles. Implications and future research direc tions are discussed. (C) 2001 Academic Press.