Receptivity frequently intersects with freedom of action in tools affording learner creativity and exploration¶

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? Game-like learning objects (e.g., Object 15) and 3D design environments (e.g., Object 18) enabled learners to choose interaction paths, manipulate media, or embed their own content, showing high receptivity and freedom of action together. → 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 finding from Table 2 ratings: game-like learning objects (Object 15) and 3D design environments (Object 18) enabled learners to choose interaction paths, manipulate media, or embed their own content; the purpose was "not to guide learners through a predetermined path but to let them engage with the content in ways that suited their goals and interests."

"the table also highlights that receptivity frequently intersects with freedom of action, especially in tools that afford learner creativity and exploration."

Discussion¶

Related Claims¶

• Instructional designers embed four types of interaction in online courses: simulations, visuals, navigation elements, and game-like elements — related
• Most learning objects demonstrated high agency while receptivity varied, with low receptivity often an intentional design decision — a broader claim this one bears on
• Nearly all reviewed serious games include game mechanics providing freedom of gameplay, most commonly choice options, interactive elements, and free exploration — a broader claim this one bears on
• Play is characterized by four dispositions: involvement, intrinsic motivation, pleasure, and freedom to modify rules — related
• In one extreme case, two sixth-graders with a choice-rich, ungraded STEAM infrastructure extended a game-design challenge into a year-long self-directed project well beyond its designed scope — related