Interactivity in learning is "a necessary and fundamental mechanism for knowledge acquisition and the development of both cognitive and physical skills. It is no longer adequate to see our field of practice (or are we bold enough to label it a profession?) being limited to products where interactivity is trivialised to simple menu selection, clickable objects or linear sequencing. Interaction is intrinsic to successful, effective instructional practice as well as individual discovery. The implementation of interactivity can be perceived as an art because it requires a comprehensive range of skills, including an understanding of the learner, an appreciation of software engineering capabilities, the importance of rigorous instructional design and the application of appropriate graphical interfaces. If we are to be recognised as developers with professional capabilities, as competent practitioners, then it is critical to understand what makes an application interactive, instructional and effective.
By way of providing a context for the discussion, the ideas are largely based on extensive work as an active multimedia developer of applications to support education and training in the post-secondary and vocational sectors, rather than those specifically designed for school applications. The concepts of interactivity presented relate as much to the complexity of development and implementation as they do to the quality, effectiveness and engagement of human-computer communications. Given this position, I hope this paper will challenge ITFORUM subscribers - contributors and lurkers alike. This challenge is to consider, reconsider and perhaps even reformulate your notion of the use of interactivity within computer-based multimedia applications - designed to support the teaching and learning process - within all educational and training environments.
Multimedia
As educational technology is increasingly being referred to as interactive multimedia (IMM), it is perhaps fitting to include a short reference to the term multimedia. , where multimedia is said to consist of the media (text, audio, visuals), the technology (computers) and the products (kiosks, education, games, information). The essential implication which can be drawn from this description is that multimedia itself is not inherently interactive, as many of you already appreciate. In fact, multimedia represents no significant challenge to developers who understand that quality in an instructional resource is a function of the design effort, not the technology. It is the use of the products which integrate multimedia elements where interactivity becomes important. Interactivity is generally at a basic "point and click" level for kiosks and information applications, whereas games and educational products require a higher degree of interactivity. This is not to say that basic interactivity is inappropriate - but rather that the level of interaction may not be adequate or relevant to facilitate the acquisition of knowledge or the development of new skills and understanding. On the other hand, educational products will likely require more complex forms of interactivity, depending upon the particular strategy employed for the application.
The Human-Computer Interface
An initial approach to the study of interactivity can focus on the relationship between the human operator and the technology - the Human-Computer Interface (HCI) perspective. In brief, this involves interactivity as relating to a wide range of disciplines including software engineering, computational linguistics, artificial intelligence, cognitive science (understanding, thought, creativity), sociology, ergonomics, organisational psychology, mathematics, cognitive psychology and social psychology.
For the purposes of this discussion and in the context of HCI, interactivity might be simplified to refer to a user who has access to a range of input devices (keyboard, drawing, pointing, touchscreen or speech) which can activate the technology being used; the result of this action is some form of visual or audio output (text, graphics, printing or speech), and the sequence of actions form an interaction.Instructional technology is about making that interaction both meaningful and engaging to the user, and interactivity can be viewed as a function of input required by the learner while responding to the computer, the analysis of those responses by the computer and the nature of the action by the computer.



