Evaluating Interactive Tasks through the Lens of Computational and Algebraic Thinking, Interactivity Types, and Multimedia Design Principles

Abstract

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.