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The Principle of Complementary Interactivity in Information Work with Schoolchildren

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Abstract—

The problem of improving the efficiency of electronic educational resources is considered. The property of interactivity is differentiated into two types: control interactivity and complementary interactivity, which affect the semantic understanding of information in different ways. It has been experimentally shown that only complementary interactivity creates conditions for clear understanding and creative transformation of information. This article describes the procedure and results of a formative experiment to identify the influence of an electronic manual based on the principle of complementary interactivity on the development of student understanding of information. It is concluded that it is necessary to improve electronic educational resources based on this principle, namely, to include a system of creative exercises and tasks aimed at creating new information.

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Notes

  1. It is no coincidence that E.V. Diener noted that the presence of the property of interactivity in an electronic book changes the role of the reader from the interpreter to the role of a co-creator, influencing the content of the resource.

  2. Probably, due to the active development of artificial intelligence in the near future, it will be possible to use it to test tasks based on the principle of complementary interactivity. In this case, it will even be possible to talk about mutual learning of the semantic understanding of information in the human–artificial intelligence system.

  3. Compik’s Questions is an electronic study guide (workbook). https://eur03.safelinks.protection.outlook.com/?url=https%3A-%2F%2Fyadi.sk%2Fd%2Fe8AuheI56HVwrg&data=02%7C01%7C%7C6b8cbbde77ea4bb5d44308-d791bdec19%7C84df9e7-fe9f640afb434aaaaaaaaaaaa%7C1%7C0%7C637138117952808827&sdata=4QYxps85d6UO5bEYjMich-TcN3z4adxTou9uNsKt-BBmk%3D&reserved=0.

  4. The property is to attract, to cause pleasant positive impressions.

  5. It is required to correlate the proposed colors with the list of concepts from the topic, and then recall the concept by color. In reality, colors and concepts are not related. It is necessary to “turn on” the imagination in order to associate the real qualities of the object with some color. In this case, a “field of uncertainty” appears, that is, a field for the work of creative imagination.

  6. GOST R 52653-2006 Information and communication technologies in education. http://docs.cntd.ru/document/gost-r-52653-2006; GOST R 53620-2009 Information and communication technologies in education. Electronic educational resources. General Provisions. http://docs.cntd.ru/document/1200082196.

  7. Kirov regional state educational budgetary institution of complementary education Palace of Creativity Memorial.

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Authors and Affiliations

  1. Department of Journalistics and Integrated Communications, Vyatka State University, Kirov, Russia

    N. V. Demshina & L. A. Mosunova

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  1. N. V. Demshina
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  2. L. A. Mosunova
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Correspondence to N. V. Demshina or L. A. Mosunova.

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Demshina, N.V., Mosunova, L.A. The Principle of Complementary Interactivity in Information Work with Schoolchildren. Sci. Tech. Inf. Proc. 48, 107–113 (2021). https://doi.org/10.3103/S0147688221020064

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