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Design of an interactive informational program: Formative evaluation and experimental research

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Abstract

The design and evaluation of an interactive informational program is outlined in this article. Also reported is an integrated research study which examines the effects of differing levels of orientation to an interactive informational program on user confidence and attitudes.

Research results indicate that a full orientation providing information, examples, practice, and feedback for various program options can lead to greater levels of user comfort than a more limited type of orientation providing brief information and single examples, and with equally positive user attitudes. However, subjects receiving the full orientation spent less time in the actual program and accessed a smaller proportion of available program segments than did their limited-orientation counterparts.

No differences in efficiency were noted between the two groups in the use of the program. Sex differences noted in attitudes and time expended are discussed, with reference to a possible preference by females for greater levels of program support. Recommendations are offered for interactive program developers and future research directions are suggested.

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Authors and Affiliations

  1. Department of Educational Studies, Curry School of Education, The University of Virginia, 405 Emmet St., 22903-2495, Charlottesville, VA

    Mable B. Kinzie

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  1. Mable B. Kinzie
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Additional information

This work was supported in part by Summer Research Awards provided by the Curry School of Education at the University of Virginia. I gratefully acknowledge the assistance of Richard Berdel, Cheryl Wissick, and Maureen Glasser in the data collection, and of theETR&D editor and anonymous reviewers for their comments on a draft of this article.

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Kinzie, M.B. Design of an interactive informational program: Formative evaluation and experimental research. ETR&D 39, 17–26 (1991). https://doi.org/10.1007/BF02296568

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