Benefits for using interactive materials in teaching

Interaction is like effective instruction which enables learners to get feedback (Wagner, 1994). Liu and Shrum study (as cited in Pilt, Tartes and Marandi, 2014) found that Interactivity creates cognitively involving experience which direct result is better learning. The interaction between the learner and the content makes possible to change the perceptions, perspectives and / or cognitive structures of the learner (Gunawardena, Zittle, 1996).

Several studies (e.g Evans & Sabry, 2003; Wei et al, 2015) have found that more interactivity facilitates deep learning (understanding) by actively engaging the learner in the learning process and have influences on students' online learning performance.

The enhanced interaction between learner and teacher improves learners' learning outcomes and attitudes towards learning. Providing feedback and testing new knowledge is the most valuable part of communication between learner and teacher (Moore, 1989). Allen study (as cited in Pilt, Tartes and Marandi, 2014) found that interactivity allows students to direct their learning process, activates the student and enhances their motivation.

A student using digital learning material can choose different ways to acquire material. By self-studying the material, the learner can give feedback on his activities and self-control his knowledge. The interactive activities and tasks used in the digital learning material help the learner to better acquire the material (for example self-control tests and thinking questions with automatic feedback, learner-led animations, simulations, etc.). (Aluoja et al, 2015)

The interactive elements of high quality digital learning materials are user-friendly and functional both in instructional and technical design. User interface have to guide the learner how to act. Feedback provided by interactive elements must be clear and unambiguous. Interactivity must be based on a well-understood instructional design - for example, navigational opportunities support the alternative didactically considered learning paths, the feedback provided by the teaching material supports the learner's reflection, etc. (Aluoja et al, 2015)

Main foundings of Xua and Sundarb (2016) research were:

1. Higher interactivity enhances recognition as well as recall memory of interactive content, but diminishes recognition and recall memory of non-interactive content.;
2. Individuals spend the least amount of time on the interface with high interactivity, while most of this time is spent on interactive part rather than non-interactive part of the interface;
3. A moderate level of interactivity attracts most user attention to product information.