Abstract:
Interactive technology – encompassing a variety of teaching tools that have in common the attempt to engage the learner in beneficial response to content materials – is the focus of this qualitative study based on content analysis of four interactive programs. The programs selected for review were all designed for adult learners in or training for professional roles. Interactive programs included in this study are compact disk-interactive (CD-i) with full motion video and CD-i without full motion video (one program with a study guide, one without); and a textbook packaged with workbooks and study aids, but currently no CD-i. Programs were compared on the basis of utilization of unique characteristics, individualization to learners, level of cognitive involvement, interactivity style, and feedback style. This study sought to establish the instructional strategies employed by these interactive programs and how those strategies compare to methods suggested by standards based on current research literature. In addition, a formative analysis was conducted on the textbook/no CD-i package, editing materials as needed to create interactive portions of a developing computer-assisted instructional program.
