Forms of control and interaction as determinants of lecture effectiveness in the electronic classroom

Electronic classrooms offer instructors and students a new way to interact with technology and each other. By understanding the dynamics of the classroom lecture environment and the ways in which multimedia can assist in the learning process, education can become a more active and engaging pursuit. This study focuses on the effects of control and interaction and their interaction. Based on results of studies that stress active exploration and “hands-on learning” it was predicted that learning in a learner-controlled context with complex interaction would lead to higher marks on a post-lecture quiz and subjective questionnaire. Results partially supported the benefits of learner control and complex interaction, particularly in the area of user satisfaction. Future research is suggested which may help to realize the potential benefits of multimedia tools in education and to meet the ideals of the electronic classroom.