So, why all of this focus on interactive learning online? As demonstrated in section 2.0 A Vision of Students Today, the 'digital natives' in the current education system are no longer reading or learning in the same way as students of the past. Rather than preferring to gather their information from books, the majority of students turn to the Internet as their major source of knowledge. In order to promote a deeper appreciation for learning, therefore, teachers and instructors are encouraged to embrace the benefits of interactive websites, such as exploratory learning, the online community, and the building of computer skills for future careers.
1. The first two paragraphs should state the most important information
In his discussion of F-shaped browsing patterns, Jakob Neilsen suggests that reader comprehension could be improved by placing the most important information of the page at the very top of the screen. In doing so, the odds are better that the user will read the content more thoroughly.
2. The rule of seven, plus or minus two
According to Jane Bozarth of Learning Solutions Magazine, designers need to make sure that they are not overwhelming the user with information. Bozarth advises following George Miller’s theory, which suggests that, “the largest number of discrete pieces of information the brain can manage is seven, plus or minus two” (Bozarth, 2010)
3. Remove extraneous material
Bozarth also suggests removing content that serves no purpose other than to provide decoration or serve personal interest. When learning online the user is already overwhelmed with a large amount of information, and narrowing the material down allows them to better comprehend what they are seeing on the screen (2010). For example, rather than throwing in a bunch of irrelevant clip art or sound effects, choose images that best reflect your topic and enhance the learning experience.
4. Consider your audience
When designing your interactive website, you should also keep the learning experience of the user in mind. For example, when designing a interactive learning website for high school students, the language and content that is included should be appropriate for their specific grade, and not geared towards elementary or university students.
5. Consider the number of hyperlinks
While hyperlinks are a great way for providing users with access to additional learning sources and information, too much of anything is never a good thing. As D. DeStefano and J.A. LeFevre’s review of various hypertext studies found, there is a correlation between the amount of hypertext used on a website and the reading comprehension of students (1618). As a result, while hypertext can be a useful learning tool, the amount of links included on a page should be minimized to include only those that will enhance the comprehension of the topic being discussed.
Sources:
Photo: www.david-still.com/website-design/
Sources:
Photo: www.david-still.com/website-design/
Bozarth, Jane. “Nuts and Bolts: Brain Bandwidth – Cognitive Load Theory and Instructional Design.” Learning Solutions Magazine, August 3rd, 2010. Web.
DeStefano, D., and J.A. LeFevre. “Cognitive load in hypertext reading: A review.” Computers in Human Behaviour 23.3 (2007): 1616-1641. Web.
Neilsen, Jakob. “F-Shaped Pattern for Reading Web Content.” Alertbox, April 17th, 2006. Web. Accessed from http://www.useit.com/alertbox/reading_pattern.html.