Interactivity: are we using a sledgehammer to crack a nut?
We’ve all heard it: “Make it more interactive.”
It’s the go-to request in briefs, often specified as if interactivity is the magic ingredient that guarantees engagement.
But here’s the question: does more clicking, dragging or swiping actually lead to more learning? Or are we sometimes reaching for a sledgehammer when all we need is a teaspoon?
About sledgehammers and nuts
The term ‘interactive’ is often overemphasized in digital learning, when simpler methods can sometimes be more appropriate.
Excessive interactivity can sometimes be unnecessary and inefficient at best, and frustrating and disengaging for learners at worst. That’s why striking the right balance is crucial.
It’s not that interactivity is bad, it’s just that it needs to earn it place. Sometimes the simplest formats, like a short video or well-written text will deliver more value than flashy components packed with clicks that don’t support learning objectives.
What learning outcomes are you aiming to achieve?
Before diving into design tools or activity types, it’s worth stepping back, take a breath and ask this simple question: what are we actually trying to teach?
If the goal is to pass on clear and limited information, like a new company policy or a health and safety update, then a straightforward video or a short reading passage might be the most effective way to get the message across. Learners don’t always need layers of interaction to understand the essentials.
However, if the aim is to build decision-making skills or practise how to handle tricky situations, then interactivity can be invaluable. For example, a branching scenario or case study helps support the learner explore consequences and learn by doing.
The key is to match the approach to the outcome. Ask yourself: What learning outcomes are you aiming to achieve?
That answer often tells you whether a light touch or a more hands-on design is needed.
Interactivity: what do we need it to do?
We know that active participation can boost test results and engagement, sometimes dramatically. One study reported 54% higher test scores among active learners compared to those in traditional lecture formats.
However, interactivity should have a purpose beyond keeping people busy. It works best when it helps learners achieve something specific. Broadly speaking, it can do a few things:
- Help people remember information through activities, quizzes or knowledge tests.
- Support understanding by breaking up an involved concept or illustrating it through an interactive graphic.
- Give them a chance to practise skills in a realistic but safe environment.
- Keep their attention and motivation going.
- Encourage reflection and discussion with colleagues.
If an activity doesn’t tick one of these boxes, it may not add much value. A good rule of thumb is to ask: does this click or drag help someone learn, or does it just slow them down?
The four degrees of interactivity
Not all interactivity is created equal. It can be useful to think of it as a spectrum, from the simplest approach to the most involved. You might recognise this familiar framework, from passive “page turners”, through quizzes and branching scenarios, all the way to simulations and immersive experiences. It’s commonly found across instructional design guides:
- Passive: the learner reads, listens or watches. This can be all that is needed for straightforward information.
- Reactive: the learner responds, for example, through, quizzes, polls or drag and drop tasks.
- Interactive: the learner makes choices that shape the experience, such as case studies or branching scenarios.
- Immersive: the learner steps into a realistic environment, such as role play, VR or detailed simulations.
Not every course or leaning component needs to reach the top of the spectrum. The right level depends on the learning goal, the time learners have and the resources available. Sometimes the most respectful and effective thing we can do is to keep it simple.
Partner with us
At the end of the day, effective learning design matches the right approach and level of interactivity to the learning outcomes and content. Sometimes that’s a branching scenario, sometimes it’s a quiz and sometimes it’s simply giving learners the right information at the right time.
If you’ve ever wrestled with whether to keep things simple or go big with learning design, you’re not alone. Many organisations feel the same pressure, to make learning look impressive, even when what learners really need is something straightforward and clear.
That’s exactly where Aleido can help. We work with organisations to understand their goals, their people, and their challenges, then design learning solutions that strike the right balance between engagement and efficiency. Whether it’s making compliance content easier to digest, helping leaders practise tricky conversations or creating immersive experiences when they truly add value, we make sure interactivity serves the outcome, not the other way around.
So, if you’re looking to get more from your learning, without wasting effort on sledgehammers for small nuts, let’s start the conversation. Connect with us to explore how Aleido can support your learning needs.
By Jen Ferguson
Contact
Jess Rust
Team & Project Lead
Aleido Learning UK
+44 (0) 1926 642935
- at https://form.apsis.one/ELa7XnMAiK