Digital learning environments are full of choices about design and structure. The way a site uses interactivity often determines whether the experience feels clear and helpful or confusing and distracting.
Purdue OWL offers a good example of this, using buttons, menus, and media to guide learners through writing support resources.
What I Observed
- Optional videos and printable pages.
- Clear button menus and topic trees (e.g., APA, MLA, Grammar).
- In-page anchors/headers for quick jumps.
- Paired explanations + worked examples.
Why It Helps
- Supports goal-based lookup and self-pacing.
- Reduces search friction; keeps focus on the writing task.
- Actionable task
Limits on Mobile
When I tested Purdue OWL on my phone, the experience was not as smooth as on a desktop. The videos tended to stick to the screen, which blocked part of the text and made it harder to read. On a small screen, fixed media like this reduced my sense of control and made the site feel less usable for quick reference.
After looking at how Purdue OWL uses interactivity, the next step is to think about whether these features truly support learning.
Overall, Purdue OWL uses interactivity effectively.
Navigation menus and organized topic trees make information easy to find. Optional videos and printable resources add depth without overwhelming the learner.
Examples show why the interactivity works.
Worked examples clarify abstract rules, while on-page anchors support quick reference. These design choices keep learners engaged with the actual writing task instead of the interface.
Some features could be refined.
On mobile devices, sticky video placement interferes with reading flow. Inline playback and visible transcripts would preserve accessibility and learner control.
The final question to answer is, “Did you think that the interactivity was a distraction or enhancement to learning?
This is important because interactivity is not automatically helpful.
As Chen, Zeng, and Wang (2021) pointed out, features that give learners control tend to improve focus, while those that limit flexibility can add unnecessary strain. Rogti (2024) also emphasized that design choices must fit the context—interactivity that works well on one device can frustrate learners on another.
Distraction or Enhancement?
Verdict: Enhancement on desktop; Mixed on mobile.
Desktop: Videos + structure complement text; minimal friction.
Mobile: Sticky videos block reading; lowers control and adds cognitive load.
Fix: Inline video, visible transcript, non-sticky containers.
References
Chen, L., Zeng, S., & Wang, W. (2021). The influence of emotion and learner control on multimedia learning. Learning and Motivation, https://doi.org/10.1016/j.lmot.2021.101762
Rogti, M. (2024). The effect of mobile-based interactive multimedia on thinking engagement and cooperation. International Journal of Instruction, https://doi.org/10.29333/iji.2024.17135a