Designing for high

Element interactivity · elements must be processed together · All situations

2 rows from 2 pages say what to change when the brief's element interactivity is high; 2 of them cite a claim. Pages whose rows cite claims come first. Read the basis before relying on a row: many carry a claim to learners or settings it did not test, and say so.

Elaboration Theory

Pattern

If the brief says…	Then change…	Basis
Learners are novice and the content is high in element interactivity	Keep the epitome very short (two or three ideas); pre-teach the one or two elements it depends on in isolation, then present the epitome; make each level small and end it with a learner-built synthesis.	Isolated parts first, for novices [~M] (one experiment; sample and horizon not reported on the claim page)

Holistic Learning

Principle

If the brief says…	Then change…	Basis
Learners are novice and the content is high in element interactivity	Keep the first whole to two or three ideas; pre-teach the one or two elements it depends on in a short isolated segment, then present the whole in the same session; make each later part small	Part-task practice for novices [~M] (one experiment; sample and horizon not reported); pretraining [+M] (one VR lesson, carried to other content)