Most learning objects demonstrated high agency while receptivity varied, with low receptivity often an intentional design decision¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Applying the WoI framework to 19 learning objects showed most designs demonstrated high agency, but receptivity varied significantly across the sample. → Victoria Abramenka-Lachheb 2025 q2 i? Low receptivity was in several instances an intentional decision, e.g., forced interaction sequences used to focus attention and ensure prerequisite understanding. → Victoria Abramenka-Lachheb 2025

Evidence¶

Victoria Abramenka-Lachheb 2025¶

Victoria Abramenka-Lachheb, Gamze Ozogul. (2025). Interaction analysis of learning objects in online courses: What are their interactive characteristics and design intent behind them? Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10556-0

q2 · i? · qualitative · r3

Artifact analysis of the 19 demonstrated learning objects using operationalized WoI definitions (Table 1), calibrated with two external coders. The article states "low receptivity was not a design shortcoming but an intentional decision," such as requiring completion of all components before advancing.

"Applying the WoI framework to the learning objects listed in Table 2 revealed that most designs demonstrated high agency, allowing learners control over pacing, navigation, and decision-making."

Discussion¶

Related Claims¶

• Receptivity frequently intersects with freedom of action in tools affording learner creativity and exploration — a narrower finding that bears on this claim
• Strategic cognitive offloading can support transformative learning only when the offloading decision is intentional — related