Document Type

Article

Publication Date

2025

DOI

10.1007/s11423-025-10563-1

Publication Title

Educational Technology Research and Development

Volume

Advance online publication

Pages

27 pp.

Abstract

Studies on learner–learner and learner–instructor interaction provide insight into the preferences and perceived effects of interaction types. However, evidence of the impact on measured performance resulting from substituting learner–content interaction for learner–learner interaction is sparse. Using an experimental design, this study examined the impact of substituting interaction types on perception of workload, perception of learning, and measured performance in an online, asynchronous, undergraduate-level setting of formal distance education. The results of this study showed (a) learner–learner interactions were perceived to be significantly more work than learner–content interactions, (b) learner–content interactions were perceived to be significantly more helpful in learning the material, (c) there was no significant difference in measured performance between the two interaction types, (d) interaction type did not significantly moderate the relationship between perception of workload and measured performance, and (e) interaction type did significantly moderate the relationship between perception of learning and measured performance. Implications and recommendations are also provided to inform future researchers and practitioners.

Rights

© The Authors 2025

This article is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original authors and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.

Original Publication Citation

Hauert, S., Luo, T., & Yen, C.-J. (2025). Assessing the impact of substituting interaction types: An empirical study of the interaction equivalency theory. Educational Technology Research and Development. Advance online publication. https://doi.org/10.1007/s11423-025-10563-1

ORCID

0000-0002-8138-3722 (Luo)

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