Interactivity Enhancing Learning - Case Study Example

 INTERACTIVITY ENHANCING LEARNING INTRODUCTION Interactive learning is a learning system that combines together the effect of social networking and urban computing within the same curriculum. Interactive learning has become dominant from a round 2000 and this is due to the increase in the number of people involved in the digital technology and virtual communication. It is a system where the boundary between the educator and the learner means completely nothing and the educators can no longer be regarded as the keeper of knowledge but the facilitators of knowledge (Broadhurst & Machon, 2006). Interactive learning comes on three grounds. First is use of the social media which is normally a personalized method and involve use of web logs and blogs that help give the learning children a ground to share and express their thoughts and ideas with their peers and other members of the society. Though highly criticized, social media such as my space and Facebook help connect millions and millions of learners who share information and other learning materials. Therefore the social media is credited for creation of global network of knowledge sharing that incorporate learners, teachers and other knowledge minded people. Secondly interactive learning has taken advantage of urban computing technology like wireless network, smart phones, search engines and other location-based media. These methods allow competent and high level of interactivity between the people themselves and sometimes with their environment. The technology gives the learners easier time to assimilate knowledge that can be localized. Finally is the intelligent but complex use of serious games that create a virtual world by creating room for role commanding and community interaction. Games help in critical and analytical thinking, cooperation and problem solving concept development. Research shows that game provide an excellent way of improving ones problem solving ability; develop creativity, leadership quality, collaboration and other interpersonal skills (Milheim, 1995). INTERACTIVITY TECHNOLOGY AND HOW IN ENHANCE LEARNING FOR STUDENTS IN ELEMENTARY SCHOOL (K-8). According to (Bullard,2014) the adoption and introduction of technology like use of computers has improved both children and adult education through improving the social and the cognitive skills and at the same time enhance children technology skills. According to report from the international society for technology in education (ISTE) the use of technology improve the children through: i) use of devices such as mouse, keyboards, Audiotape and other technologies help develop thinking ability; ii) Programs like puzzles, logical thinking programs and writing tools access help improve problem solving ability, communication and better ways to illustrate their thoughts, ideas and stories; iii) technology simplify gathering of information and make communication easier using the telecommunication which create an interactive unit among teachers, family members and student partners; iv) practice responsible use of software’s and other technology system; v) ensure positive social and ethical behavior when using technology; and vi) develop sense of working together and in collaboration with peers, the family and the technical school unit (Zhu* & Baylen, 2005). The picture below shows a young child interactively using mouse and keyboard And is assisted by the mother in a computer laboratory Figure 1: Mother and child attend computer class Through computer access, children can develop their cognitive skills through: i) improving the children on task time through motivation with research showing 90% on task time while on computer; ii) improve frequency and consistency ;and iii) access of opportunities especially the limitless information bank which is unique and of high quality. According to (Bullard, 2014) the best results of learning is synonymous with a synchronized technology within the curriculum and other classroom activities. However few researchers like (Bullard, 2014) points out that computer or technology in learning reduces creativity and more negative effect may be experienced due to too much of drill and skill software’s. A young girl using a touchscreen computer and improves her Knowledge through interacting with the content and through Data manipulation Figure 2: A child in front of touchscreen computer enjoying reading the content The biggest bone of contention is on the social interaction aspect of the technology with some researchers pointing out that technology could possible reduce socialization. Unfortunately according to (Broadhurst & Machon, 2006) the allegations are unproven and wise uses of technology increases communications while at the same time create positive engagements between the children. The environment created by technology especially computers which encourages children who are weaker in the interaction aspect to do so. The realistic view is that improves and encourages information sharing, language improvement and development and finally better decision making. Affordance is a naming used in the relationship between a computer and the human to give more information about the object properties in a given environment and the property allow it execute its function. Therefore the term is used to express the action possibility of a specific role of a given object or appliance. In this context the digital media which has been accredited for supporting interactive learning will according to (Murray, 2015) have four affordances of the digital media that make representation easier. The affordances or properties are: procedural, participatory, encyclopedic and spatial. The computer give the children opportunity to specify what they want executed hence procedural affordance is the most important of the four affordances. The power that this instructions strategy gives the person or the child using the computers is as powerful as the spoken language or equal in effect to recorded moving object. The procedural and the proficiency of the design of the visual effect couple together with the participatory effect create interactivity (Murray, 2015). The digital media is participatory in that it allows the input of the interactor which in this case is the innocent child. Therefore the computer or other technology will allow the user to influence, manipulate, and contribute and express and influence on the digital content that the computer is processing. The effect of procedural and participatory coupled together to ensure the computer and the user ability is interlinked in the design functionality concept. The difference between the participatory affordance approach and the social participation within the online community should never be confused but the combined effect should create a huge involvement of the users (Murray, 2015). The figure below shows two children using their knowledge to manipulate Computer Information to access whatever content they prefer Figure 3: Children having a learning session as they share computer knowledge Spatial affordance is the use of space in the digital learning environment to create space using all avenues in the traditional media such as maps, images, video tracking and other three dimensional models. The human eye has to interact with the spaces created and make sense of it through spatial metaphors and from that our experience are spatialized hence turning the screen appearance into knowledgeable experience (Murray, 2015). The digital media is Encyclopedic in that it can contain a vast range of digital information in the form of texts, photos, drawings, animations, musical recording, audio recording, live image, three dimensional models, databases, search engines, videogames and ability for use of logical symbolic representation which is not limited to simulation of complex systems. Therefore when the spaces are well utilized bin a way large blocks of information are stored in a sensible manner and labeled with necessary vocabulary then an immersion experience can be achieved (Murray, 2015). The video games and embodiments form part of a digital learning process that influence human thinking and enhances problem solving ability (Gee, 2007). The latest number of people interested in the video games is due to their realization of the effect it has on human thinking, problem solving and learning that is so important to children at the age they develop mentally. Therefore the traditional thinking that only the mind was involved in the thinking and problem solving with the body playing no part changed. The modern idea is that both thinking and problem solving are embodied hence the body is involved, the emotion is involved, technology is involved in the tools of execution, interactivity is involved and the socio-cultural identities form part of it (Gee, 2007; Gee, 1992) According to Gee (2007) the viewer of the movies or game players have to take into seriousness the character’s goals and then impose himself as the on the specific character. The experience the video game offer children is different especially with the children enjoying the control of the object in the virtual space. This is a learning experience and it give the person involved a feeling that our body and mind has some sort of elaborate extension into the virtual space and there exist a kind of neutral point between the real and the virtual space. The young man is carried away by the fighting skills in the video game. He reacts in a manner that suggest he feel part of the game and is learning the skills from the video game. Figure 4: A man watching video game and copying the action The agent is the code that runs the computer and is used as reference in making decision and trigger behaviors in an area that has a large computational environment. They behave like human agents and normally they dig for details on behalf of the other. Agency therefore is the pleasure that comes from overuse of digital environment due to the participatory and procedural properties. Such experiences only come when the result of participation are clear, precise and relevant hence bring pleasure to the user for the dynamic achievement. Digital are the artifacts and the performance influenced by computer based on the electronic bits. Digital works in a completely different way to analog which represent the data in continuous rather than discrete sample point. Ntalla (2012) analyses the interactivity and audience experience in a museum environment. Ntalla Irida acknowledges the change in the modern museum that he she says is no longer just an object and collection center but more focus on use of space and spatial multi-dimensional to exert a learning experience. The paper emphasizes on the importance of our body as the center of our relationship to the world and the part it play in ensuring that our body experience the space. The use of Museum to facilitate interactive learning is well known in Ireland who have for years pushed for one of their own following what they call success in other countries (Barry, 1998).Barry describe it as a place of display and exhibition but communication has its part in a more intelligent ways .The museum is distinct in its use of media to induce learning and a sensible way it has adopted use of the modern digital technologies which the public take advantage of in enhancing communication and interaction and making sure the public can access information from the museum. However at the end of the research Barry (1998) is still confused and cant clearly define what interactivity is believing much of the spoken advantages of interactivity for example in the museum situation. She wonders why no study compares the knowledge gained through the interactive and the non-interactive ideas hence view the influence of interactivity as more promotional in nature and the ear or eye catching factors are just meant to elude people to believe it has serious benefit and scientific influence. She believes the said influence they have on the kids is emblematic and the knowledge assumed they earned the call. Barry (1998) concludes the research shows there is a relationship between the interactivity and the experience achieved in the museum a arguing that mere suggestion of the name in the discourse suggest a strategic plan but will greatly depend on people or the community. The obsessions with the possible impact the museum suggest a viable context for media and the research society hence more important in communication than just interactivity. CONCLUSION The technological improvement in the world has created many avenue of learning that is broader unlike the traditional situation that children depended heavily on teachers. In the same sense the interactivity technology according to (Ntalla, 2012; Gee, 2007; Gee, 1992; Barry, 1998; Murray, 2015) has improved the learning effectiveness of the learning pupils. The digital media aspect creates an environment that allows the young to concentrate on what they do for longer duration of time. However the problem solving, the creativity development and the virtual thoughts develop the child’s cognitive thinking ability. Therefore the improvements in technology allow the children to learn interactively through the social media, social games or the computing technological ability. Interactive learning therefore is a learning system that combines together the effect of social networking and urban computing within the same curriculum. The diversification and the technological advancement therefore made learning easier for the children and made it even more interesting and refreshing by shutting out the class boredom to some extent. Reference Barry, M (1998) On Interactivity: Consumers, Citizens and Culture’ in Macdonald, S. (ed.), The Politics of Display: Museums, Science, Culture, London and New York: Routledge, pp.98-117. Broadhurst, S., & Machon, J. (2006). Performance and technology. Houndsmills, Basingstoke, Hampshire: Palgrave Macmillan. Bullard, J. (2014). How the Use of Technology Enhances Children's Development. Pearson Allyn Bacon Prentice Hall, 6. Coles, R. (2011). Ethics & global politics. The Neuropolitical Habitus of Resonant Receptive Democracy, 4(4). Retrieved from http://www.ethicsandglobalpolitics.net/index.php/egp/article/view/14447/18505 Gee, J. P. (1992). The social mind: Language, ideology, and social practice. New York: Bergin & Garvey Gee, J. P. (2007). Pleasure, learning, video games, and life: The projective stance. In M. Knobel & C. Lankshear (Eds.), a new literacies sampler (pp. 95-113). New York: Peter Lang. kiousis, s. (2002). New media & society. Interactivity: A Concept Explication, 4(3), 354-380. Retrieved from http://rcirib.ir/articles/pdfs/cd1/Ingenta_Sage_Articles_on_194_225_11_89/Ingenta866.pdf Ntalla I. (2012). Interactivity and audience experience in the modern museum. In E. Kristiansen (Ed.), Proceedings of the Dream Conference (pp. 252-266). Roskilde University, Denmark. ISBN: 978-87- 995472-0-3 Milheim, W. (1995). Interactivity and Computer-Based Instruction. Journal of Educational Technology Systems, 24(3), 225-233. Doi: 10.2190/9v8j-48tx-461c-dxvg Murray, j. (2015). Humanist Design for an Emerging Medium, p. 3. Retrieved from http://inventingthemedium.com/glossary/ Stratton, J. (2010). The 21st Century Collective. Every day By Design: What Do 21St Century Digital Literacies Look Like? Retrieved from http://genius.com/Jennifer-stratton- everyday-by-design-what-do-21st-century-digital-literacies-look-like-chapter-seven-annotated Zhu*, E., & Baylen, D. (2005). From learning community to community learning: pedagogy, technology and interactivity. Educational Media International, 42(3), 251-268. Doi: 10.1080/09523980500161395 Read More