A4 Refereed article in a conference publication
Evaluating Interactive Tasks through the Lens of Computational and Algebraic Thinking, Interactivity Types, and Multimedia Design Principles
Authors: Gulbahar, Yasemin; Öztürk, Tugba; Dagienė, Valentina; Parviainen, Marika; Güven, Ismail; Bilbao, Javier
Editors: Dagienė, Valentina
Conference name: International Olympiad in Informatics
Publisher: Vilnius University Press
Publication year: 2025
Journal: Olympiads in Informatics
Book title : Olympiads in Informatics: Selected papers of the International Conference joint with the XXXVII International Olympiad in Informatics Sucre, Bolivia, July 27 to August 3, 2025
Journal name in source: OLYMPIADS IN INFORMATICS
Volume: 19
First page : 63
Last page: 86
ISSN: 1822-7732
eISSN: 2335-8955
DOI: https://doi.org/10.15388/ioi.2025.05
Web address : https://doi.org/10.15388/ioi.2025.05
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/499738821
This study investigates student engagement within an online assessment environment, focusing on the interplay between interactivity types, and multimedia design. We analyzed (1) descriptive patterns of student engagement and performance, (2) time-on-task in relation to interactivity type of tasks, (3) the frequency and distribution of multimedia design principles (e.g., contiguity, modality) across tasks designed to elicit computational and algebraic thinking, and (4) the correlation between the application of these principles and students' average scores. Findings reveal distinct engagement patterns and performance levels across task types. Time spent varied significantly by interactivity, with certain types eliciting more engagement. Specific multimedia principles were more prevalent in particular tasks, and correlational analysis indicated relationships between the application of certain design principles and student performance outcomes. These insights contribute to a more nuanced understanding of how interactive design and multimedia integration can influence learning in computationally and algebraically rich online environments.
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Funding information in the publication:
This work has been co-funded through the European Union. Information about the project is on the CT&MathABLE website https://www.fsf.vu.lt/en/ct-math-able
