Interaction vs. Interactivity

Interaction doesn’t always equate to learning.

In digital learning design, interaction is often used as a proxy for engagement. Courses include tabs, drag-and-drop exercises, knowledge checks, and animated click-throughs under the assumption that physical activity signals cognitive involvement.

But interaction and interactivity are not synonymous.

Learning science makes a critical distinction: motor activity does not guarantee mental effort. Simply requiring a learner to click, drag, or navigate does not ensure understanding, transfer, or behavior change.

For experienced instructional designers, the real question is not whether a course contains interaction. It is whether those interactions require meaningful cognitive processing.

If an interaction does not alter a learner’s understanding, decision-making, or future performance, it does not contribute to learning.

This distinction matters—because design choices that prioritize visible activity over cognitive engagement can inadvertently increase extraneous load while leaving conceptual understanding unchanged.

Let’s examine the difference between interaction and interactivity—and what research suggests actually drives learning.

• In the carousel below, I break down the difference between:

  • Interaction

  • Interactivity

  • Provide examples of meaningless interactivity, and offer research-backed strategies for designing thinking-centered learning experiences.

If an interaction doesn’t change the learner, it doesn’t belong.

Explore the carousel below to see how to design for thinking—not clicking.

Interaction vs. Interactivity by Laura Lawson, M.Ed. by Laura Lawson

Thank you for joining me today! Let’s keep learning altogether, as lifelong #LearningMatters.

Best,
Laura Lawson
LearningMatters, LLC
Instructional Designer