An interactive learning environment (ILE) to study statistics: Effects of prior knowledge on the use of embedded support devices

Abstract

The present contribution focuses on an interactive learning environment for the delivery of distance education learning materials. The use of such an interactive learning environment is foreseen in a distance education context in which students explore and study (part) of the learning materials by means of a personal computer. Research with interactive learning environments is transposed to the development of a course delivery environment, called ILCE, that also supports the development of a course model and learning materials. A learning environment as used in the present study allows students to access the course materials in a more flexible way. The printed self-study materials often do not correspond with the specific needs of a student, are only weakly related to his or her prior knowledge, or do not take account of differences in learning style. Although the printed course materials include text-embedded support devices (e.g., examples, exercises, illustrations), it is questioned whether the available devices provide enough support for each individual student. Therefore, it is argued that an interactive learning environment — in which a student is actively engaged in selecting learning materials (basic content and embedded support devices) — may provide a valuable tool in order to meet the individual needs of the student. Prototypes of an interactive learning environment were tested in two experimental settings. It appeared that all students were actively engaged in selecting the required support devices. However, the results showed that students with a high prior knowledge state manifested a higher amount of interactive use of support devices than their peers with a low prior knowledge state. The latter was especially found for support devices that either reinforce the acquisition process or provide a tool to test one’s mastery level.