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This study investigated the effects of 3 levels of interactivity on achievement and motivation of college students taking a Web-based course. Participants were divided into 3 groups: a low interaction group received a treatment with a minimum level of interactivity, a reactive interaction group received a medium level of interactivity with elaborate immediate feedback, and a proactive interaction group received the highest level of interactivity which incorporated a generative activity. The study's results showed increased levels of motivation and achievement in the reactive and proactive groups, but no significant differences on level of motivation were found between the reactive and proactive groups.
Marlene Mahle (Thu,) studied this question.
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