You are here:

Interactivity and Learners’ Achievement in Web-Based Learning

, , , TU Dresden, Germany

Journal of Interactive Learning Research Volume 18, Number 4, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC


Several practitioners and researchers consider interactivity as the essential mechanism for effective and successful self-regulated learning within web-based learning environments. Even so, there are few studies that address the question of how students deal with the interactivity provided and how this may be related to their achievement. To investigate this question, students' performance and acceptance while learning with the web-based learning environment, "Studierplatz," as well as their postlearning achievement were measured in a university field study. These measures were correlated with measures of learning activities. Results show that only some students used the provided interactivity functions seriously. Nonetheless, the use of such functions was related to better achievement. Implications of these results will be discussed with regard to the restrictions and benefits of applying self-regulated multimedia learning at the university level.


Proske, A., Narciss, S. & Körndle, H. (2007). Interactivity and Learners’ Achievement in Web-Based Learning. Journal of Interactive Learning Research, 18(4), 511-531. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2019 from .


Cited By

View References & Citations Map
  • The Influence of Interactivity on Student Achievement

    James Helfrich, Brigham Young University - Idaho, United States; David Coffland, Idaho State University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 818–828

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact