Assessing the Impact of Substituting Interaction Types: An Empirical Study of the Interaction Equivalency Theory

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Abstract

This study used an experimental design to examine the impact of substituting interaction types on perception of workload, perception of learning, and measured performance in an online, asynchronous setting. The results showed (a) learner–learner interactions were perceived as significantly more work than learner–content interactions, (b) learner–content interactions were perceived as significantly more helpful in learning the material, (c) there was no significant difference in measured performance between the two interaction types, (d) interaction type did not significantly moderate the relationship between perception of workload and measured performance, and (e) interaction type did significantly moderate the relationship between perception of learning and measured performance.

Authors

• Scott A. Hauert, Phoenix College

• Tian Luo, Old Dominion University