Towards Adaptive Learning Materials: Speed of Interaction and Relative Number of Mistakes as Indicators of Learning Results

The aim of this study was to explore the significance of interaction in multimedia learning materials. Two explanative variables were modelled from the primary variables of the collected data. Those variables were (1) time between two user events, named as interaction, and (2) relative error. The results of this study showed a clear connection between the usage of the learning material and the learning results. In general, the learning material should be difficult enough to influence thinking. Improved thinking could be achieved either as an inner process, when interaction between material and learner was slow, or with fast interaction, when the number of mistakes increases. In the developing of adaptive multimedia learning materials, the utilisation of these two variables seem to be quite promising.