Interface, interaction and interactivity: understanding ImpaCT of technology in classroom from a Cultural Historical Activity Theory perspective

Ibrahim Latheef

    Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review


    Based on research this paper provides an understanding around different levels of information and communication input output (ICIO) that occurs in a learning episode and how these different levels impact learning when technology is used as a tool in classroom; specifically, Interactive Whiteboards (IWBs). Cultural Historical Activity Theory (CHAT) provides an appropriate framework to examining the ICIO in human activity and consciousness in the context in which they occur. The hierarchical structure of activity as proposed in Leont'ev (1978) helps to identify ICIO that fosters learning. Leont'ev (1978) argues that there are three level of interaction in human labour; operations, actions and activity. Using this structure current research has identified a complex system of ICIO around technologies as interface, interaction and interactivity. The findings suggest the level of ICIO is based on learning goals, and are embedded within an activity system. The findings break down ICIO into interface, as the lowest level, interaction as the second level and interactivity as the highest level of ICIO. The research concludes that higher the ICIO the more learning.
    Original languageEnglish
    Title of host publicationAustralian Council for Computers in Education 2018 Conference Proceedings
    EditorsDebra Bourne, Leanne Cameron
    Place of PublicationGordon NSW Australia
    PublisherICT Educators NSW
    Number of pages14
    ISBN (Print)9780646995281
    Publication statusPublished - 2018
    EventAustralasian Computers in Education Conference 2018 - Royal Randwick Racecourse, Sydney, Australia
    Duration: 2 Oct 20185 Oct 2018


    ConferenceAustralasian Computers in Education Conference 2018
    Abbreviated titleACEC 2018
    Internet address

    Cite this