MONTELLANO EDU612 IP4

Running head: INTERACTIVE LEARNING ENVIRONMENT EFFECT ON LEARNING
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The Effect of an Interactive Learning Environment in the Learning Process
Tim Montellano
American InterContinental University Online

INTERACTIVE LEARNING ENVIRONMENT EFFECT ON LEARNING 2
Abstract
This paper provides a comprehensive review on the effect of an interactive learning environment
in the learning process. There will be an introduction on the study including the problem
statement, the purpose, the research question and hypothesis, the theoretical perspective, and
definition of terms used. Next, there will be a section on literature review of background
information and recent studies with current information. Finally, there will be a thorough
exploration on the methods utilized, results compiled, and discussion on what the results mean.

The Effect of an Interactive Learning Environment in the Learning Process
In order to understand the effect of an interactive learning environment in the learning
process, there must first be a discussion about the problem that is being addressed by this
educational research study. The problem is the ineffectiveness of certain PowerPoint
presentations in comparison with other PowerPoint presentations. This educational research
study aims to understand the effect of an interactive learning environment in the learning process
with particular attention to PowerPoint presentations. Ultimately, the study looks to address the
problem of ineffective trainings and what can be done to ensure that they are conducted in the
most effective manner.
Purpose of the Study
To begin with, the purpose of this study is to determine the effect of an interactive
learning environment in the learning process on the staff of the AIU Financial Aid Department.
As such, the underlying purpose for this educational research study is to not only determine the
effect of an interactive learning environment in the learning process, but also find out the
effectiveness of the current learning environment in the office. Furthermore, in the course of this
educational research study, the proper interactive learning environment will be established as a
result of the project. In the end, the desired state is to find an improvement in the delivery of
training and development to the staff so that the learning process is easier and streamlined across
the AIU Financial Aid Department.
Research Question and Hypothesis
In a qualitative study, the research question for this study is what is the effect of
including hands-on activities and interactive learning exercises in PowerPoint presentations in
the learning process on the staff of the AIU Financial Aid Department? In a quantitative study,

the hypothesis for the research is if hands-on activities and interactive learning exercises are
included in PowerPoint presentations, then the ability to retain information in the learning
environment for the staff of the AIU Financial Aid Department is greatly improved. In this
situation, my study will involve both a qualitative and quantitative approach. Therefore, both the
research question and hypothesis will be explored throughout this educational research study.
Theoretical Perspective
Before we can understand the theoretical perspective for this educational research project,
there must first be an understanding of the term. “A theoretical perspective (or paradigm) is a set
of assumptions about reality that underlies the questions we ask and the kinds of answers we
arrive at as a result” (Theoretical perspective, 2000). In other words, the theoretical perspective
for this study looks at the assumed reality of the situation. For this particular instance, the
theoretical perspective would be the assumption that PowerPoint presentations are the most
effective method in delivering training to the AIU Financial Aid Department. The reason for this
theoretical perspective is because of the focus of the effect of an interactive learning environment
in the learning process, as it relates to training and development seminars completed on
PowerPoint presentations. As a result, the theoretical perspective and the answers determined for
this educational research project are directly related to the assumption regarding PowerPoint
presentations.
Definition of Terms
Interactive Learning Environment - An “environment that supports structured interaction
between a community of learners” (Interactive Learning Environment, n.d.). In this situation, the
interactive learning environment is the interaction between the Training and Development Team
of the AIU Financial Aid Department and the staff members learning the information presented.

Qualitative Research - “Qualitative research is concerned with the subjective understanding and
interpretation of social behavior” (Qualitative Research Techniques, 2001). In other words, the
focus of a qualitative method is narrative data that is retrieved with this approach to educational
research. For this instance, this method would require using open ended questions in an interview
to provide the narrative data for analysis.
Quantitative Research - The focus of quantitative research is gathering “statistically valid data”
(Quantitative research, 2003). In other words, collecting data using a quantitative method looks
at the numerical aspect of the educational research. For example, this approach would utilize
closed ended questions on a questionnaire to gather statistical data.
Literature Review
In order to understand the process of reviewing literature for my educational research
study on the effect of an interactive learning environment in the learning process, the background
of what my study will entail must be discussed. The research is on the specific effect of
interactive examples and hands-on activities in the learning environment of PowerPoint
presentations. The subjects in the study are the AIU Financial Aid Department staff. The
research design is a descriptive design utilizing tools such as questionnaires and interviews to
collect the data. After analyzing the data, the results from this educational research study will
look to add knowledge to the arena of the interactive learning environment and the learning
process.
Background Information
The first educational research study that provides good background information and a
solid foundation for the start of research on the effect of an interactive learning environment in
the learning process involves the exploration of practical issues with the design of interactive

multimedia (James, 1998). This relates to my educational research study because it examines the
effect of different interactive learning environments (in this case it includes interactive
multimedia design) and the effect on the learning process. One of the good things about article is
that it explores the practical issues with interactive learning environments. The data included the
issues with the interactive multimedia design (James, 1998). The analysis of the results was the
introspective look at these issues. On the other hand, my educational research study involves the
activity of PowerPoint presentations to gather the data. The analysis of the results comes from
the questionnaires and/or interviews completed by the subjects in my study. This article could
have provided more to the topic by including a specific research design similar to mine.
Regardless, the issues reported in this article indicate the need for further research with
interactive learning environments and their effectiveness.
Another study that provides an early look into the effect of an interactive learning
environment in the learning process discusses the combination of interactive multimedia and
problem-based learning in instructional design (Albion & Gibson, 1998). This relates to my
educational research study because it examines the effect of different interactive learning
environments (in this case it includes interactive multimedia and problem-based learning in
instructional design) and the effect on the learning process. One of the good things about this
article is that it explores different ways to include interactive learning environments in the design
for instruction. The data included the changes involving interactive multimedia and problem-
based learning (Albion & Gibson, 1998). The analysis of the results was the introspective look at
what these changes mean to the instructional design. On the other hand, my educational research
study involves the activity of PowerPoint presentations to gather the data. The analysis of the
results comes from the questionnaires and/or interviews completed by the subjects in my study.

This article could have provided more to the topic by including a specific research design like
mine. Regardless, the challenges presented in the article indicate the need for further research
with interactive learning environments and their effectiveness.
Additional research that studies the effect of an interactive learning environment in the
learning process examines the institution of different learning environments that included
interactive multimedia to assist in this transition to the Learning Paradigm at a university
(Buckley, Coleman, Cohen, & Stewart, 1999). This relates to my educational research study
because it examines the effect of different interactive learning environments (in this case it
involves interactive multimedia learning environments) and the effect on the learning process.
One of the good things about this educational research study is that included four different
activities to gather the data. The results were then analyzed by comparing the results of the test
scores from the new method (including the interactive learning environment) as opposed to the
old method (Buckley, Coleman, Cohen, & Stewart, 1999). In a similar fashion, the activity for
my educational research study involved PowerPoint presentations to provide the data needed for
my questionnaires and/or interviews. However, this educational research study could have
incorporated those methods as well to determine the effectiveness of each interactive learning
environment from the point of view of the subjects. Nonetheless, the results of this study indicate
the need for further research with interactive learning environments and their effectiveness.
The last educational research study that provides background information on the effect of
an interactive learning environment in the learning process explores incorporating an interactive
learning environment with specific use of technology in improving the learning process in art
education (Harrell, 2000). This relates to my educational research study because it studies the
effect of an interactive learning environment (in this case it involved integrating technology) and

the effect on the learning process. One of the really good things about this educational research
study is that involved many different methods to gather the data needed for analysis of the
results. In a corresponding manner, my educational research study included some of the methods
mentioned in this research, such as questionnaires and/or interviews. The activity in this research
included submitted works, presentations, and attitude assessments (Harrell, 2000). In contrast,
my educational research study only involved PowerPoint presentations as the activity to help
gather the data from the subjects and provide the results needed. Accordingly, the results of this
study indicate the need for further research with interactive learning environments and their
effectiveness.
In all four studies, the data shows the need to look at the effect of an interactive learning
environment in the learning process. In effect, these early educational research studies provide
more reason as to the need for my research. This early look into interactive learning
environments not only lay the groundwork for future research, but provide a pool of knowledge
on the topic of study. Whether it was looking at interactive multimedia, a Learning Paradigm at a
university, or even the specific use of technology in improving art education, the background
information provided here presents strong evidence for the need to further study the effect of an
interactive learning environment in the learning process.
More Recent Studies
The first educational research study with more recent data on the study explores the effect
of group writing as opposed to individual writing as the interactive learning environment and the
effect on the learning process (Cicalese, 2003). This relates to my educational research study
because it studies the effect of different interactive learning environments (in this case it
involved interactive writing as opposed to independent writing) and the effect on the learning

process. One of the good things about this educational research study is that incorporated writing
tasks and surveys to gather the data and analyze the results needed to determine the effectiveness
of the different learning environments in the process (Cicalese, 2003). Likewise, my educational
research study involves the use of PowerPoint presentations as the task, followed by
questionnaires and/or interviews as the method for gathering data from the subjects to analyze
the results. Consequently, the results of this study indicate the need for further research with
Another educational research study that provides recent results examines the exploration
of the use of computer assisted instruction in various preschool learning environments of the
past, over the period of time that they conduct this research (Vernadakis, Avgerinos, Tsitskari, &
Zachopoulou, 2005). This relates to my educational research study because it examines the effect
of these interactive learning environments (in this case it included computer assisted instruction
for preschool education) and the effect on the learning process. One of the good things about this
educational research study is that it included an Ex Post Facto and Historical Research Design
for gathering the data and analyzing the results (Vernadakis, Avgerinos, Tsitskari, &
Zachopoulou, 2005). Alternatively, this educational research study could have incorporated a
Descriptive Design in conducting questionnaires and/or interviews like my research. Regardless,
the results of this study indicate the need for further research with interactive learning
environments and their effectiveness.
The final educational research study that gives us recent results, studies the numerous
interactive worked-out examples over a period of time that they conduct this research (Atkinson
& Renkel, 2007). This relates to my educational research study because it examines the effect of
different interactive learning environments (in this case it involved interactive features in these

INTERACTIVE LEARNING ENVIRONMENT EFFECT ON LEARNING
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worked-out examples) and the effect on the learning process. One of the good things about this
educational research study is that it included an Ex Post Facto and Historical Research Design
for gathering the data and analyzing the results (Atkinson & Renkel, 2007). On the other hand,
this educational research study could have incorporated a Descriptive Design in conducting
questionnaires and/or interviews like my research. Nevertheless, the results of this study indicate
the need for further research with interactive learning environments and their effectiveness.
In all three studies, the results from the data gathered ultimately show the need to look at
the effect of an interactive learning environment in the learning process. Consequently, these
recent studies provide more support for the need for my research. These recent studies not only
look further into interactive learning environments and provide further foundation in this
research area, but also increase the knowledge in the realm of studying the learning process.
Examining different types of writing, computer assisted instruction for preschool education, and
interactive worked-out examples, these recent studies provides overwhelming evidence as to the
necessity to further study the effect of an interactive learning environment in the learning
process.
Current Information
The first educational research study that provides current information on the study
examines providing narrative reasoning as the interactive feedback for subjects in an intensive
care nursing program (Stranieri & Yearwood, 2008). This relates to my educational research
study because it examines the effect of an interactive learning environment (in this case the
scenarios that provided narrative reasoning as feedback) and the effect on the learning process.
One of the good things about this educational research study is that incorporated scenarios to
gather the data and analyze the results, along with a questionnaire to gauge the effectiveness of

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the scenarios and narrative feedback perceived by the subjects in the learning process (Stranieri
& Yearwood, 2008). Similarly, my educational research study involves the use of PowerPoint
presentations as the activity followed by questionnaires and/or interviews as the method for
gathering data from the subjects to analyze the results. Still, the results of this study indicate the
need for further research with interactive learning environments and their effectiveness.
Another educational research study that provides current information to explore includes
involving a modifiable typing interface and prompting as part of the interactive learning
environment (Chou & Liang, 2009). This relates to my educational research study because it
studies the effect of different interactive learning environments (in this case it included reading, a
modifiable typing interface, and prompting) and the effect on the learning process. One of the
good things about this educational research study is that it included activities to gather the data
and analyze the results (Chou & Liang, 2009). Similarly, my educational research study includes
the activity of PowerPoint presentations to help provide the data for my questionnaires and/or
interviews. This educational research study could have incorporated those methods as well to
determine the effectiveness of each interactive learning environment from the point of view of
the subjects. However, the results of this study indicate the need for further research with
The last educational research study with current information about this topic focuses on
the use of a mobile learning environment as the interactive learning environment and the effect
on the learning process (Yang & Lin, 2010). This relates to my educational research study
because it looks at the effect of an interactive learning environment (in this case a mobile
learning environment with shared display groupware) and the effect on the learning process. One
of the good things about this educational research study is that incorporated an activity to gather

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data and analyze the results, along with a questionnaire to gauge the perception students had
about the effect of these activities in their learning process (Yang & Lin, 2010). Similarly, my
educational research study involves the activity of PowerPoint Presentations, followed by
questionnaires and/or interviews for the subjects to complete to measure the results. As such, the
results of this study indicate the need for further research with interactive learning environments
and their effectiveness.
In all three studies, the results gathered from the data show clear evidence for the need to
research the effect of an interactive learning environment in the learning process. In effect, the
current information presented here shows the critical importance in the need for my research.
The current information discussed previously not only provides a further exploration into the
effect of interactive learning environments and provide more ideas for future research, but also
contribute more knowledge in studying the learning process. Exploring interactive feedback,
modifiable typing interface and prompting, and mobile learning environments, the current
information presents a great deal of proof for the need to further study the effect of an interactive
learning environment in the learning process.
Interactive Learning Environment Methods and Results
In order to understand the effect of the interactive learning environment on the learning
process, the methods and results must be explored. It is important to provide discussion on the
methodology utilized to conduct the educational research study so that the research can be
readily understood and duplicated as needed. Furthermore, discussing the results of the research
not only provide clarity as to what the educational research study aimed to accomplish, but also
what effect it had on the field. Providing a good explanation of both the methods utilized and

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results compiled from this educational research study show a clear understanding of proving the
hypothesis and answering the research question.
Methods
The design for this educational research project involves a descriptive design of
questionnaires and interviews. At the onset of the research, there was a specific design to
incorporate an ex-post facto and historical research design of surveys as well. However, as the
research was conducted with the delivery of questionnaires and interviews to the participants, it
became evident that the data collected from these research methods would be sufficient.
Furthermore, there was a problem with retrieving past survey data results and the AIU Financial
Aid Training and Development files. Ultimately, the problem went unresolved during the course
of the research and the decision to exclude past survey results in the data became necessary.
Regardless, the effect of this decision is minimal as the data collected from the questionnaires
and surveys proved to be more than adequate.
The sampling method used for the questionnaires administered for this educational
research project was very simple. The focus of the research was the effect of an interactive
learning environment in the learning process, with particular attention to the staff of the AIU
Financial Aid department and the incorporation of interactive exercises and hands-on activities in
PowerPoint presentations. Therefore, the sampling method for the questionnaire was
administered to the members of the AIU Financial Aid staff that receive PowerPoint
presentations in Training and Development seminars conducted by the AIU Financial Aid
Training and Development team. The total number of this sample size was 60 employees
comprised of Financial Aid Advisors and Senior Financial Aid Team Leaders. Out of the 60
employees in the sample size presented with option to participate in the research, exactly 50 of

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those employees returned with the proper informed consent forms and questionnaires. That
results in an 83.33% response rate for the AIU Financial Aid staff.
On the other hand, the sampling method for the interviews conducted for this educational
research study required a little more complexity and thought. In order to gather quality data for
this qualitative part of the project, it would require a more selective approach in determining the
participants. The interview would not be administered to everyone on the staff as that would
require asking for the participation of 60 individuals as well as finding the time and room
necessary to carry out the interviews individually. Simply put, accomplishing this task was not
feasible.
As a result, the sampling method decided for the interviews came down to selecting the
15 Senior Financial Aid Team Leaders in the AIU Financial Aid department. Each employee in
this group ranged from at least two years of experience with some gaining upwards of 7 years of
time in the department. This sample size consisted of these veterans of the office and each Team
Leader is assigned Financial Aid Advisors that work on their team, ranging from as few as five
Advisors all the way up to 15. In this sample size of participants, 14 of them decided to take time
out of their day to conduct the interviews with me as well as fill out the necessary informed
consent forms. The only one that declined did so because he was leaving on vacation for the
week the interviews were to be conducted. Regardless, the result is an impressive 93.33%
response rate for the AIU Senior Financial Aid Team Leader staff.
The access and permissions received to conduct this educational research project came
from the AIU Financial Aid Training and Development Team. Thomas Cashion and Jaime
Martinez are the AIU Financial Aid Training Managers that provided the proper access and
permission to conduct this research. They were the individuals responsible for providing the time

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and resources necessary to conduct this research. Furthermore, the ease of collecting the data
needed for this research is directly attributed to the AIU Financial Aid Training and
Development team’s willingness to encourage the participants to get involved in the study.
As previously discussed, this educational research study incorporated the use of
questionnaires and interviews as the instruments for the data collection. The questionnaire asked
the participants to rate from a scale of one to five (with one being strongly disagree and 5 being
strongly agree) how they felt about five statements presented to them. Each statement provided
different learning methods included in PowerPoint presentations along with varying degrees of
interactive exercises and hands-on activities. Conversely, the interview required a varying range
of seven questions. The questions asked ranged from general thoughts about learning, interactive
learning environments, and hands-on activities/examples/exercises to asking about effective
methods for teaching information to learn in PowerPoint presentations, specific examples of
effective PowerPoint presentations, and asking why they thought those presentations were
effective.
The process for the data collection for the questionnaire and interview ended up being a
lot simpler than expected. The questionnaire was initially intended to be administered
electronically. However, the resources needed to conduct the research with this method proved to
be more difficult than the first estimate. Ultimately, access to a reasonable provider to run the
electronic version of the questionnaire was not found to be feasible. Consequently, the
questionnaires along with the required informed consent forms were distributed to each
individual participant in paper form. Once the participants completed both necessary forms, they
were instructed to deposit their responses in secure envelopes located on my desk with constant
surveillance on the area at all times. In contrast, the interview was conducted on a one-on-one

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basis in a secure office in the AIU Financial Aid department office. Each participant that agreed
to the interview was asked questions by me. Any answer that required further clarification was
immediately met with a follow up question to ensure the proper response was recorded for the
participant and that the full meaning of their reply was accurately reported. Once all seven
questions had been asked, the participants were asked to review what was recorded on the
interview paper for accuracy. Any changes to what was reported in their responses to the
interview questions were made solely by the participants and completed before the data was
compiled in a spreadsheet for analysis.
Results
The raw data collected appears to provide the answer to both my research question and
hypothesis stated at the beginning of this educational research study. This is clearly evident in
the responses found in both the questionnaires and interviews. In the questionnaire, the first
statement asks the participants if they learn best when the information to learn is only presented
in a PowerPoint Presentation without any specific examples or exercises given during the
presentation. The results show that 41 out of the 50 participants either disagreed or strongly
disagreed with the first statement. That results in 82% of the participants showing a sense of
disagreement with the first statement. Only five out of the 50 participants were neutral to this
first statement. That calculates out to 10% of the participants who neither agreed nor disagreed
with the first statement. Meanwhile, only four out of the 50 participants agreed with the first
statement. That results in 8% of the participants feeling a sense of agreement with the first
statement. Interestingly enough, none of the 50 participants strongly agreed with the first
statement. This clearly shows that the majority of the participants do not like to learn with
information only presented in a PowerPoint.

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The second statement on the questionnaire asks the participants if they learn best when
the information to learn is presented in a PowerPoint Presentation along with the presenter
demonstrating specific examples or exercises during the presentation. The results showed a
noticeable increase in the positive feeling about learning through this method. The results show
40 out of the 50 participants either agreed or strongly agreed with the second statement. That
results in 80% of the participants feeling a sense of agreement with the second statement. Only
four out of the 50 participants were neutral to this second statement. That calculates out to 8% of
the participants who neither agreed nor disagreed with the second statement. On the other hand,
only six out of the 50 participants either disagreed or strongly disagreed with the second
statement. That results in 12% of the participants showing a sense of disagreement with the
second statement. This clearly shows that the majority of the participants like to learn
information presented on a PowerPoint presentation along with the presenter demonstrating
specific examples or exercises during the presentation.
The third statement on the questionnaire asks the participants if they learn best when the
information to learn is presented in a PowerPoint Presentation along with specific examples or
exercises that they complete by themselves during the presentation. The results showed more of
the same positive feeling with this third statement. The results show 37 out of the 50 participants
either agreed or strongly agreed with the third statement. That results in 74% of the participants
feeling a sense of agreement with the third statement. Only eight out of the 50 participants were
neutral to this third statement. That calculates out to 16% of the participants who neither agreed
nor disagreed with the third statement. On the other hand, only five out of the 50 participants
either disagreed or strongly disagreed with the third statement. That results in 10% of the
participants showing a sense of disagreement with the third statement. This clearly shows that

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the majority of the participants like to learn information presented on a PowerPoint presentation
along with specific examples or exercises that they complete by themselves during the
presentation.
The fourth statement on the questionnaire asks the participants if they learn best when the
information to learn is presented in a PowerPoint Presentation along with specific examples or
exercises that they complete with a group of their colleagues during the presentation. The results
showed even more of the same positive feeling with this fourth statement. The results show 35
out of the 50 participants either agreed or strongly agreed with the fourth statement. That results
in 70% of the participants feeling a sense of agreement with the fourth statement. Only 12 out of
the 50 participants were neutral to this fourth statement. That calculates out to 24% of the
participants who neither agreed nor disagreed with the fourth statement. On the other hand, only
three out of the 50 participants disagreed with the fourth statement. That results in 6% of the
participants showing a sense of disagreement with the fourth statement. Interestingly enough,
none of the 50 participants strongly disagreed with the fourth statement. This clearly shows that
the majority of the participants like to learn information presented on a PowerPoint presentation
along with specific examples or exercises that they complete with a group of their colleagues
during the presentation.
The fifth and final statement on the questionnaire asks the participants if they learn best
when the information to learn is presented in a PowerPoint Presentation along with specific
examples or exercises that are completed during the presentation and over a period of time.
Again, the results showed more of the same positive feeling with this fifth statement. The results
show 40 out of the 50 participants either agreed or strongly agreed with the fifth statement. That
results in 80% of the participants feeling a sense of agreement with the fifth statement. Only

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seven out of the 50 participants were neutral to this fifth statement. That calculates out to 14% of
the participants who neither agreed nor disagreed with the fifth statement. On the other hand,
only three out of the 50 participants disagreed with the fifth statement. That results in 6% of the
participants showing a sense of disagreement with the fifth statement. Interestingly enough, none
of the 50 participants strongly disagreed with the fifth statement. This clearly shows that the
majority of the participants like to learn information presented on a PowerPoint presentation
along with specific examples or exercises that are completed during the presentation and over a
period of time.
In the interview, the key to understanding the overarching theme of the results are
looking at words that are repeated in the data provided by the responses from the participants.
For instance, Question 1 asks the participants what words or phrases come to come mind when
they think of “learning.” The responses from the participants indicated words such as “books,”
“training,” “knowledge,” and “education” as the most commonly used words that best described
“learning” to them. All these words can be described as definitions for the word “learning.”
Therefore, the participants responded to this question by defining what the word meant to them.
In Question 2 of the interview, the participants were asked what words or phrases come
to mind when they thought of “interactive learning environment” and “hands-on
activities/exercises/examples.” The responses from the participants repeated words like “fun,”
“entertaining,” “my style of learning,” and “working with each other/groups” as the words or
phrases that best described an “interactive learning environment” and “hands-on
activities/exercises/examples” to them. All these words and phrases speak to some type of
collaboration and clearly indicate their preference for an interactive learning environment. As a

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result, the participants are obviously reinforcing their ideal learning environment as one that
includes interaction and activities that include them in the process of learning.
In Question 3 of the interview, the participants were asked to think back on the previous
Training and Development Seminars in the AIU Financial Aid Department and what they
thought was the most effective way to teach the Financial Aid Advisors the information to learn.
The most commonly used words or phrases evident in the responses from the participants
included the following, but were not limited to: “PowerPoints,” “hands-on,”
“activities/examples,” “quizzes,” “follow-up,” “groups,” and “practice.” All of these words and
phrases have a common theme that embodies the description for interaction. In other words, this
provides even further support for the idea that an interactive learning environment has an
undeniable effect on the learning process. In this situation, the participants are clearly stating that
an interactive learning environment is the most effective way to teach the staff of the AIU
Financial Aid Department information to learn.
In Question 4 of the interview, the participants were asked their personal opinion on the
most effective way that they learned information presented to them. In this situation, remember
that the participants in the interview are the Senior Financial Aid Team Leaders in the AIU
Financial Aid Department. These participants have numerous years of experience and have
undoubtedly endured through countless Training and Development Seminars. Regardless, their
responses proved eerily similar to their statements in Question 3. The most commonly used
words or phrases used by the participants in their responses included the following, but were not
limited to: “PowerPoints,” “hands-on,” “exercises/examples,” “quizzes,” follow-up,” “groups,”
and “practice.” Again, all these words and phrases have some association with something that

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describes interaction. Consequently, this is even more support for an interactive learning
environment as the most effective method for teaching information to learn.
In Question 5 of the interview, the participants were asked the most effective methods for
teaching information to learn that can be incorporated in PowerPoint presentations. The most
commonly used words or phrases provided by the participants in their responses included the
following, but were not limited to: “interaction,” “audience participation,” and “examples.”
Repeatedly, there is more and more evidence pointing to some type of interactive learning
environment as the most effective method for teaching information to learn. The responses
provided by the participants to this question clearly state that fact.
In Questions 6 and 7 of the interview, the participants were asked for the most effective
Training and Development Seminars in the AIU Financial Aid Department to date and why that
was the case. The participants were asked to take feedback from their Financial Aid Advisors as
well as take from their own personal experiences in coming up with their responses. The two
most common seminars mentioned multiple times by the participants in their responses were the
“BBAY” and “Military/VA Trainings.” Both these Training and Development Seminars
included group exercises, examples, interaction with the audience, follow-up, and quizzes. All of
these words or phrases previously mentioned are descriptions for effective methods for teaching
information to learn. Furthermore, these words are all related to the idea of an interactive
learning environment. In addition, when the participants were asked why they chose those
seminars as the ones that were most effective in teaching information to learn, there were more
familiar phrases provided in their responses. Words or phrases like “fun,” “multiple interactive
examples,” and “group work” were the overall theme in the responses given by the participants.
These words and phrases clearly embody the definition of an interactive learning environment

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and therefore provide the fullest support for an interactive learning environment as the most
effective way to teach information to learn.
Interactive Learning Environment Discussion on the Results
In order to fully comprehend and understand the results of the effect of the interactive
learning environment in the learning process on the staff of the AIU Financial Aid Department,
there must be a discussion on the results compiled from the data gathered. It is important to
provide a summary of the major results as well as show the relationship of the results to the
existing studies relating to this research. Furthermore, there will be a presentation on the
limitations of the study along with the possible implications for future research. To wrap things
up, the overall significance of this study will be explored.
Summary of the Major Results
In the questionnaire, the results clearly show that some type of interactive learning
environment is preferred over a learning environment that did not present any interaction in the
learning process. This is undoubtedly evident because Statements 2, 3, 4, and 5 showed that an
overwhelming majority that either agreed or strongly agreed with those statements. The
participants displayed a range of agreement ranging from the starting point of 70%, a midpoint of
74%, and the high point of 80%. Statement 2, 3, 4, and 5 all incorporated some type of
interaction in their learning process. On the other hand, the only statement that did not present a
learning situation with an interactive learning environment, Statement 1, showed an even greater
majority that either disagreed or strongly disagreed with those statements. The participants
unmistakably presented a sense of disagreement with 82% of those responding to the
questionnaire that either disagreed or strongly disagreed with that statement.

23
Meanwhile, the responses provided by the participants to the interview show many
common themes when it comes to answering each question. The participants showed a great
understanding of learning and incorporating interactive activities/exercises. The most common
theme regarding learning is that it had to be fun and include the individuals learning the
information in the process of conducting the training. Furthermore, the participants provide
specific examples of which trainings were efficient and why. The most common theme involves
teaching the information to learn while also including interaction from those learning the
information through activities, exercises, and examples. In the end, the initial results of the data
from the interview seem to support the need for an interactive learning environment to enhance
and produce the best results in the learning process.
Furthermore, the analysis of the results from the questionnaires and interviews both
support the hypothesis and research question stated at the onset of the educational research study.
The data in the questionnaires show a majority of the participants want the inclusion of some
type of interactive activity in their learning environment. In addition, the results from the data
collected during the interviews also support a common theme of the inclusion for some type of
interactive learning environment in the learning process. This is clearly evident when looking at
the results from the data collected in the questionnaires and interviews.
Relationship of Results to Existing Studies
In almost every existing educational research study relating to my own research, there is
an overwhelming theme of similarity regardless of the timeframe that the existing studies were
conducted. For instance, in the existing educational research study that incorporated interactive
multimedia design, they came to a similar conclusion that an interactive learning environment is
an effective method for teaching information (James, 1998). In addition, the existing study on

24
interactive multimedia and problem-based learning in instructional design, their conclusion was
to include an interactive learning environment in the learning process as well (Albion & Gibson,
1998). Furthermore, existing research on interactive multimedia to assist in the transition to the
Learning Paradigm at a university relates to my study because an interactive approach was taken
during that transition (Buckley, Coleman, Cohen, & Stewart, 1999). Similarly, an existing study
on utilizing an interactive learning environment with specific use of technology in improving the
learning process in art education showed further evidence for the reason why they are effective,
just like it was evidenced in my research (Harrell, 2000).
In more recent studies, the effect of group writing as opposed to individual writing as the
interactive learning environment and the effect on the learning process relates to my research
because their results indicated group writing as more effective in the learning process (Cicalese,
2003). Again, these results support the results in my research. Another recent study that uses
computer assisted instruction in various preschool learning environments of the past and over the
period of time that they conducted this research relates to my study because their results showed
that utilizing computers as the interactive learning method providing the most results in the
learning process of the preschool students (Vernadakis, Avgerinos, Tsitskari, & Zachopoulou,
2005). The last example of recent research that relates to my study examines the numerous
interactive worked-out examples over a period of time that they conduct this research (Atkinson
& Renkel, 2007). They determined in their scenarios that the more the interactive the examples,
the better the results in the participants retaining information (Atkinson & Renkel, 2007). As a
result, this provides more proof on the overwhelming positive effect of an interactive learning
environment in the learning process.

25
The most current information out there provides even more support that an interactive
learning environment is the most effective method for teaching information to learn. For
example, the most current study examining narrative reasoning as the interactive feedback for
subjects in an intensive care nursing program relates to my research because their results show
that utilizing an interactive learning environment resulted in their most successful students
(Stranieri & Yearwood, 2008). Additionally, current research on involving a modifiable typing
interface and prompting as part of the interactive learning environment provided consistently
better results for the most interactive learning environments (Chou & Liang, 2009). The last
current study that focuses on the use of a mobile learning environment as the interactive learning
environment and the effect on the learning process found the mobile learning environment
extremely effective (Yang & Lin, 2010). Consequently, all the existing research presented here
supports the results of my study that an interactive learning environment greatly improves the
ability to retain information and therefore has an indisputable positive effect on the learning
process.
Limitations of the Findings
There must be an exploration on the limitations of the findings of this educational
research study as well. The first limitation of the findings is that the research applies specifically
to the AIU Financial Aid Department and its staff members. Consequently, the results from this
research may not specifically apply as the best way to provide training and development to a
group of employees. Another limitation of the findings involves the effect of PowerPoint
presentations. This educational research study only looks at the effect of an interactive learning
environment in the learning process with PowerPoint presentations as the main form of

26
delivering the information to learn. As such, providing training and development to staff in a
different manner is not tested by this project.
Implications for Future Research
There are numerous implications for future research that the results of these findings
indicate. The first implication is an internal change in the process for the Training and
Development Team of the AIU Financial Aid Department. The results of this research will be
provided to the Training and Development Team in an effort to improve their methods of
delivery of teaching information to learn. Furthermore, if they institute what these results
indicate of incorporating an interactive learning environment in their PowerPoint presentations,
the need for a follow-up study will be paramount to the continuous improvement of this process
of learning. As a result, there could be more research done on interactive learning environments
in the AIU Financial Aid Department.
Another implication for future research could be determining the “best” and “most
effective” way to present information to learn. This educational research study only looked at
PowerPoint presentations within the confines of the AIU Financial Aid Department Training and
Development Seminars. There could be further research on including the same activities,
examples, and exercises in classrooms and other corporate environments. Consequently, the
results of these findings could lead to research leading to a specific action of change in other
areas of the academic and professional world.
Overall Significance of the Study
The overall significance of this study can be looked at a couple of different ways. The
first way is on a micro scale. The overall significance is the effect of the change on the way
Training and Development Training Seminars are conducted in the AIU Financial Aid

27
Department. If these results presented to AIU provide convincing evidence to incorporate
interactive learning environments in every Training and Development Seminar, then that is a
very significant change. Gone are the days of teaching information just for the sake of teaching
it. Furthermore, the emphasis on simple memorization and repetition will be greatly reduced in
our office. In the end, the overall significance of this research changes the whole way our
Training and Development Team constructs our seminars.
Another way to examine to overall significance of this study is to look at it from a macro
scale. As I previously mentioned, the results presented in this research could affect the way
classrooms and other corporate environments conduct their teaching and training. In other words,
since the findings given here provide such overwhelming support for an interactive learning
environment, the need to do the same in their facilities will be of utmost importance in keeping
up with teaching information to learn. Regardless of the audience, the overall significance of this
study provides indisputable evidence that an interactive learning environment has an extremely
positive effect in the learning process.
Conclusion
In conclusion, this educational research study provides a complete report on the effect of
an interactive learning environment in the learning process on the staff of the AIU Financial Aid
Department. There was an introduction including the purpose of the study, the problem
statement, and the research question and hypothesis. Furthermore, the theoretical perspective and
definition of terms were given. Then, a comprehensive literature review consisting of
background information, more recent studies, and current information were provided. Finally,
the methods, results, and a discussion on the results were presented. Included in the discussion
on the results was a summary of the major results, relationship of results to existing studies,

28
limitations of the findings, implications for future research, and the overall significance of the
study.
In addition, the research question for this study was what is the effect of including hands-
on activities and interactive learning exercises in PowerPoint presentations in the learning
process on the staff of the AIU Financial Aid Department? The hypothesis for the research was if
hands-on activities and interactive learning exercises are included in PowerPoint presentations,
then the ability to retain information in the learning environment for the staff of the AIU
Financial Aid Department is greatly improved. In the end, the results show that the effect of an
interactive learning environment on the learning process is obvious. Ultimately, the results not
only prove the hypothesis correct, but also answer the research question stated at the onset of the
educational research study.

29
References
Albion, P. R., & Gibson, I. W. (1998). Interactive Multimedia and Problem-Based Learning:
Challenges for Instructional Design. Retrieved from ERIC database.
Atkinson, R., & Renkl, A. (2007). Interactive Example-Based Learning Environments: Using
Interactive Elements to Encourage Effective Processing of Worked Examples.
Educational Psychology Review, 19(3), 375-386. Retrieved from Academic Search
Premier database.
Buckley, D., Coleman, W., Cohen, M., & Stewart, R. (1999). Interactive Multimedia Learning
Environments: Tools to Foster Transition to the Learning Paradigm. Retrieved from
ERIC database.
Chou, C.-Y., & Liang, H.-T. (2009). Content-Free Computer Supports for Self-Explaining:
Modifiable Typing Interface and Prompting. Educational Technology & Society, 12(1),
121–133. Retrieved from Academic Search Premier database.
Cicalese, C. (2003). Children's Perspectives on Interactive Writing versus Independent Writing
in Primary Grades. Retrieved from ERIC database.
Harrell, M. H. (2000). Interactive Technology: A Tool for Student-Centered Instruction in
Middle School Art Education. Retrieved from ERIC database.
Interactive Learning Environment. (n.d.) Retrieved from http://virtualschool.edu/ile/
James, J. (1998). Practical Issues in Interactive Multimedia Design. Retrieved from ERIC
database.

30
Qualitative Research Techniques. (2001). In World of Sociology, Gale. Retrieved from
http://www.credoreference.com/entry/worldsocs/qualitative_research_techniques
Quantitative research. (2003). In Capstone Encyclopaedia of Business. Retrieved from
http://www.credoreference.com/entry/capstonebus/quantitative_research
Stranieri, A., & Yearwood, J. (2008). Enhancing learning outcomes with an interactive
knowledge-based learning environment providing narrative feedback. Interactive
Learning Environments, 16(3), 265-281. Retrieved from Academic Search Premier
database.
Theoretical perspective. (2000). In The Blackwell Dictionary of Sociology. Retrieved from
http://www.credoreference.com/entry/bksoc/theoretical_perspective
Vernadakis, N., Avgerinos, A., Tsitskari, E., & Zachopoulou, E. (2005). The Use of Computer
Assisted Instruction in Preschool Education: Making Teaching Meaningful. Early
Childhood Education Journal, 33(2), 99-104. Retrieved from Academic Search Premier
database.
Yang, J. C., & Lin, Y. L. (2010). Development and Evaluation of an Interactive Mobile Learning
Environment with Shared Display Groupware. Educational Technology & Society, 13(1),
195–207. Retrieved from Academic Search Premier database.

31
Appendix A: Questionnaire Responses Raw Data
Questionnaire Responses Total Participants = 50
Statements Strongly Disagree Disagree Neutral Agree Strongly Agree
Statement 1 - I learn best
when the information to learn
is only presented in a
PowerPoint Presentation
without any specific examples
or exercises given during the
presentation.
23 18 5 4 0
is presented in a PowerPoint
Presentation along with the
presenter demonstrating
specific examples or exercises
1 5 4 23 17
Presentation along with
that I complete by myself
1 4 8 18 19
that I complete with a group
of my colleagues during the
presentation.
0 3 12 22 13
that are completed during the
presentation and over a period
of time.
0 3 7 12 28

32
Appendix B: Interview Responses Raw Data
Interview Responses Total Participants = 14
Questions Responses
Question 1 - What are some
words or phrases that come to
mind when you think of
“learning”?
Left and right brained, formal and informal, books,
training, improving, knowledge, teaching, training, study,
information, being taught, training, improving, school,
teach, interesting, boring, more work, marketable, money
maker, not again, exciting, I hope to pass, I got this,
opportunity, more information, retaining, school, books,
power, knowledge, practice, make mistake, ask
questions, learn by doing, education, retaining info,
knowledge, growth, repetition, memorization, learning
curve, practice, education, wisdom, and take notes.
Question 2 - What are some
words or phrases that come to
mind when you think of an
“interactive learning
environment” and “hands-on
activities/examples/exercises”?
Fantastic, effective, efficient, groups, computer, group of
trainers, easier and fun way to learn, handouts,
worksheets, games, fun, entertaining, groups, questions,
helping each other, easy, attention getter, does an
interactive learning environment occur online?, good
grief I have to learn with these people, socializing,
PowerPoint, Breeze, my style of learning, best, my idea,
practice, experiment, teamwork, socializing, networking,
school, training center, learn by doing, on the job
training, shadowing, and learn on a computer.
Question 3 - Thinking back of
the different ways we provide
Training and Development in
the Financial Aid Department,
what do you think are the most
effective ways to teach the
Advisors the information to
learn?
PowerPoint, worksheets, follow-up on info, hands-on
training, practice, repetition, hands-on, group setting,
going through examples, hands-on activities/exercises,
final quiz, PowerPoint, trainer examples, let us do
examples on our own in groups, interactive/hands-on
training, PowerPoints, exercises, quizzes, having small
group training rather than large group, providing quiz to
see if Advisors really understand what was being trained
on, group trainings where examples are given, follow-up
is provided, first a person that knows the subject very
well, next a well planned presentation and good
interactive examples, using examples, practicing on my
own, allowing time for questions, have examples for
people to work in groups and then on their own,
definitely needs to be hands-on, shadowing other
Advisors doing work at your desk after the training that
directly relates to whatever information was previously
presented, present to learn, take notes or give handouts,

33
and complete examples.
Question 4 - What are the most
effective ways you have
learned information presented
to you?
PowerPoint, worksheets, follow-up on info, repetition, by
actually doing it, practice, repetition, examples, quizzes,
taking notes from presentation and completing examples
on the information, then continue to use the info, hands-
on, PowerPoints, exercises, quizzes, small groups
training or one-on-one, some sort of visual presentation
and examples I work through myself, making me do it
while in the training, teach it to someone else, I learn by
doing, also by reading info over a few times or getting
other people's interpretation, shadowing other advisors,
doing work at your desk after the training that directly
relates to whatever information was previously presented,
and via game shows.
Question 5 - What are
effective methods for teaching
information to learn that can
be incorporated in PowerPoint
Presentations?
Interaction with trainees, worksheets, providing
examples, having printouts of examples to work on as we
go through the PowerPoint presentation, illustrations, not
just written words - Clip Art that is related to topic, make
the audience participate somehow: like taking notes and
asking questions etc., give several examples, keeping the
PowerPoint to 13 words or less on each slide, when the
presenter does not speak in monotone, group
activities/quiz, examples, examples, examples for
trainees to complete, like subjects should be grouped
together, using fun information along with facts, pictures,
bold print/italicizing, sounds, use bullet points rather than
paragraphs, use real examples, and Jeopardy - America's
favorite quiz show.

34
Question 6 - Thinking back on
what you’ve heard as feedback
from Financial Aid Advisors,
as well as your own personal
experiences, what do you think
have been the most effective
Training and Development
Seminars presented to date?
Group and one-on-one learning, BBAY training, prior
balances, BBAY training, military new hires training, the
military/VA trainings were the best, good trainer and
good solid examples, prior balances, military, AIU 101,
none, none come to mind really - often one hour
presentation or training is not sufficient - follow-ups
needed, VA training given by VA team, ER, those that
involve group activities/exercises - sitting around
listening to info without any activity loses the audience, I
feel the Verification training that required people to do
exercises on their own was really effective as well as the
military trainings presented on Chapter 33, and group
setting to learn to have a follow-up quiz.
Question 7 - Why do you think
those have been the most
effective Training and
Development Seminars to
date?
Fun, multiple examples, they went over information we
really needed training on, detailed, took their time, many
examples, because we did examples and actually
continued to use them every day in our work, the
presentation was presented clearly and organized,
working in groups helped as well, because I was able to
retain the information, they were not boring, no particular
reason come to mind, no idea, the person knew the
subject very well and it was a well planned presentation
with good interactive examples; there were PowerPoints,
examples, group work, and individual work; when
questions are asked to and from the audience or small
groups you are more engaged, alert, and attentive - when
nothing is required to keep you or your toes you lose
interest fairly easily; I think the people presenting were
engaging and knowledgeable - additionally, both
provided a lot of examples and exercises for the Advisors
to complete; and to score well on the quiz after training.

35
Appendix C: Informed Consent Form
Study on the Effect of an Interactive Learning Environment in the Learning Process
November 28, 2010
You are invited to participate in an educational research study on the learning process. The
purpose of this research is to understand ways to improve the learning process. This study is
being conducted with individuals in the AIU Financial Aid Department that have received
PowerPoint presentations from our Training and Development Team.
There are no known risks or discomforts associated with participation in this study. Furthermore,
there are no costs for participating in the study. The data collected will help provide a better
understanding of creating an effective learning environment with regard to the learning process.
While the data gathered may not benefit you directly, it should provide general benefits to AIU,
its employees, its managers, and researchers.
Everything related to the gathering of data for the study is done anonymously. If you choose to
participate in the study, names or any information relating back to you will not be collected. No
one will be able to identify you or your specific responses. As such, do not include your name in
any of the surveys, questionnaires, and/or interviews that you participate in. The surveys and
questionnaires are stored electronically in a password-protected storage folder and hard drive.
Additionally, interview responses are stored under lock and key in a safe location until they are
transferred onto a Word Document. The paper version of the interview responses will then be
shredded and disposed in a secure manner. The Word Document containing the interview
responses will also then be stored electronically in a password-protected folder and hard drive.
Your participation in the study is voluntary. If you choose to participate in the study, then please
complete any appropriate surveys, questionnaires, and/or interviews sent to you. Refusal to
participate in the study will not involve any penalty or loss of benefits that you are otherwise
already entitled to. In addition, you may choose to discontinue participation in the study at any
time without penalty or loss of benefits that you are otherwise already entitled to.
The data will be collected in a question and answer format. For those receiving the surveys and
questionnaires, this should take no longer than 5-15 minutes to complete. For those receiving the
interview, this should take no longer than 20-30 minutes to complete.
The AIU Financial Aid Training and Development Team reviewed my request to conduct this
study. If you have any questions or concerns about anything related to the study, about being in
the study, or about your rights in this study, please feel free to contact me, Tim Montellano, by
phone at (877) 221-5800 Ext 15326 or by e-mail at TMontellano@aiuonline.edu.
Participant: By signing below, you indicate that you have read and understand the information
written above and agree to participate in this educational research study.
________________________ _________ _________________________

36
Signature of Participant Date Printed Name

37
Appendix D: Permission Letter to Conduct Educational Research
5550 Prairie Stone Parkway
Suite 400
Hoffman Estates, IL 60192
Toll Free: 877.221.5800
November 23rd
, 2010
To Whom It May Concern:
This letter is to confirm that Mr. Tim Montellano, AIU Online Graduate Student, has
the permission from the Financial Aid Training Team at AIU Online to conduct
research for his study within the Financial Aid Department for his study, “The Effect
of an Interactive Learning Environment in the Learning Process.”
Mr. Montellano will have access to surveys and questionnaires from employees of
the AIU Financial Aid Department as well as conduct any necessary interviews
related to his study.
If there are any questions, please feel free to contact us.
Signed,
Thomas Cashion Jaime Martinez
AIU Financial Aid Training Manager AIU Financial Aid Training Manager

38
Appendix E: Questionnaire
1. I learn best when the information to learn is only presented in a PowerPoint Presentation
without any specific examples or exercises given during the presentation.
1 – Strongly Disagree 2 – Disagree 3 – Neutral 4 – Agree 5 – Strongly Agree
2. I learn best when the information to learn is presented in a PowerPoint Presentation along
with the presenter demonstrating specific examples or exercises during the presentation.
with specific examples or exercises that I complete by myself during the presentation.
with specific examples or exercises that I complete with a group of my colleagues during
the presentation.
with specific examples or exercises that are completed during the presentation and over a
period of time.

39
Appendix F: Interview
1. What are some words or phrases that come to mind when you think of “learning”?
2. What are some words or phrases that come to mind when you think of an “interactive
learning environment” and “hands-on activities/examples/exercises”?
3. Thinking back of the different ways we provide Training and Development in the
Financial Aid Department, what do you think are the most effective ways to teach the
Advisors the information to learn?
4. What are the most effective ways you have learned information presented to you?
5. What are effective methods for teaching information to learn that can be incorporated in
PowerPoint Presentations?
6. Thinking back on what you’ve heard as feedback from Financial Aid Advisors, as well as
your own personal experiences, what do you think have been the most effective Training
and Development Seminars presented to date?

40
7. Why do you think those have been the most effective Training and Development
Seminars to date?

MONTELLANO EDU612 IP4

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