Interaction is defined as a kind of mutual and reciprocal action or influence.
Educational technology is generally considered to be interactive. If interaction is a good thing for learners, we think it is interactive. But in reality, do we really think educational technology structure is interactive?
In 1994, Ellen thought that the definition of interaction in the context of education is the reciprocal event of two objects or two actions. These objects and events interact with each other.
Then the modes of learning interaction are: learners and teachers, learners’ content, teachers’ content.
In the learning environment, the author thinks that interaction is necessary, and there are many models of interaction, and that interaction is a necessary process for learning. In fact, we can see many applications of interaction ideas in our life.
For example, the formation of our new ideas will be integrated into the old ideas or replace it, and this interaction exists in the minds of learners.
In order to complete a certain task, we communicate with colleagues at work, which is also an embodiment of the idea of interaction.
In many cases, interaction is to make a thought into a thought to form a new point of view, then in this process is beneficial to the whole.
In economics, we know that this is actually Pareto improvement, in order to achieve the maximum benefit of the whole without harming the interests of others to change themselves and get a greater return.
So educational design must also have the embodiment of the idea of interaction, which is beneficial to the greatest interests of the group. We should encourage transaction participants, learners and teachers, as well as learning content, to maximize the formation of interaction and produce the maximum benefit results. We should not be stingy of communication and exchange of ideas, and we should not reduce the interaction between content and people. So we should design more forms and participation methods to maximize the effectiveness of interaction.
Interaction