Paper Type
Complete
Paper Number
PACIS2025-1501
Description
Scholars and practitioners have expressed concerns about the effectiveness of digital learning. A key issue is that digital learners often struggle to adopt effective learning techniques when engaging with digital learning materials. Existing research has rarely focused on how learners process learning materials in digital environments. This study explores the impact of interactive features on the adoption of learning techniques and performance, as well as the moderating role of guidance. A field experiment involving 1,127 participants was conducted using a self-developed digital learning system. The results show that interactive features promote exploration and increase learners’ awareness of the need for new techniques, thereby fostering their long-term adoption and improving performance. However, the effects of interactive features are weaker when guidance is introduced, as guidance can hinder exploration and limit learners’ independence in adopting new learning techniques. This study discusses implications for both theory and practice.
Recommended Citation
Zhang, Jiayuan; Yi, Cheng; Wang, Chong (Alex); Xu, Sean Xin; Wang, Yufang; and Xia, Lei, "How Do Interactive Features Improve Digital Learning Performance? A Test of Competing Hypotheses on the Role of Guidance" (2025). PACIS 2025 Proceedings. 12.
https://aisel.aisnet.org/pacis2025/general_topic/general_topic/12
How Do Interactive Features Improve Digital Learning Performance? A Test of Competing Hypotheses on the Role of Guidance
Scholars and practitioners have expressed concerns about the effectiveness of digital learning. A key issue is that digital learners often struggle to adopt effective learning techniques when engaging with digital learning materials. Existing research has rarely focused on how learners process learning materials in digital environments. This study explores the impact of interactive features on the adoption of learning techniques and performance, as well as the moderating role of guidance. A field experiment involving 1,127 participants was conducted using a self-developed digital learning system. The results show that interactive features promote exploration and increase learners’ awareness of the need for new techniques, thereby fostering their long-term adoption and improving performance. However, the effects of interactive features are weaker when guidance is introduced, as guidance can hinder exploration and limit learners’ independence in adopting new learning techniques. This study discusses implications for both theory and practice.
Comments
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