User attitude as a mediator of learning performance improvement in an interactive multimedia environment: an empirical investigation of the degree ofinteractivity and learning styles
V. Kettanurak et al., User attitude as a mediator of learning performance improvement in an interactive multimedia environment: an empirical investigation of the degree ofinteractivity and learning styles, INT J HUM-C, 54(4), 2001, pp. 541-583
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.