A Comparative Study on the Impact of Traditional Learning and Interactive Learning on Students' Academic Performance and Emotional Well-Being

• URL: http://arxiv.org/abs/2604.15335v1
• Date: Tue, 10 Mar 2026 07:45:59 GMT
• Title: A Comparative Study on the Impact of Traditional Learning and Interactive Learning on Students' Academic Performance and Emotional Well-Being
• Abstract summary: This study compares the effects of traditional and interactive learning methods on academic performance, engagement, motivation, and emotional well-being.<n>Students were randomly assigned to either a traditional learning group (lectures and notes) or an interactive learning group utilising tools such as Kahoot, Panopto, Slido, Quizizz, Padlet, and educational videos.<n>Results showed that students in the interactive group significantly outperformed their peers in both post-tests (67.48% vs. 53.36%) and final exams (80.8% vs. 61.44%)
• Score: 0.0
• License: http://creativecommons.org/licenses/by/4.0/
• Abstract: The growing adoption of interactive learning tools in higher education offers new opportunities to enhance student performance and well-being. This study compares the effects of traditional and interactive learning methods on academic performance, engagement, motivation, and emotional well-being among 100 university students enrolled in a computer intrusion detection course. Participants were randomly assigned to either a traditional learning group (lectures and notes) or an interactive learning group utilising tools such as Kahoot, Panopto, Slido, Quizizz, Padlet, and educational videos. Academic achievement was measured through pre-tests, post-tests, final exams, and assignments, while engagement and emotional states were assessed using validated Likert-scale questionnaires. Results showed that students in the interactive group significantly outperformed their peers in both post-tests (67.48% vs. 53.36%) and final exams (80.8% vs. 61.44%). Interactive learners also demonstrated greater behavioural (+67.01%) and emotional engagement (+75.32%), along with enhanced emotional well-being marked by increased positive emotions (+66.67%) and reduced frustration. A significant drop in cognitive involvement (-39.8%) indicates possible cognitive overload. The pedagogical potential of interactive learning is reaffirmed by this result while reinforcing the need for balancing stimulation and cognitive level. Future research with larger, diverse samples is suggested for generalising and maximising outcomes.

Related papers

• Informal Learning Emerges in Everyday Human-LLM Interaction [74.53081471113929]
  We show that everyday human-LLM interaction contains measurable, selective and conditionally organized behavioural signatures of informal learning.<n>They shift AI evaluation from answer-delivery efficiency toward the preservation of cognitive opportunities for users to reason, test ideas and construct understanding.
  arXiv  Detail & Related papers  (2026-07-20T07:56:41Z)
• Synthetic Emotions vs. Gamification: Exploring Engagement Strategies for Small Social Robots in Different Age Groups [0.0]
  We explore engagement strategies for a tactile robot designed to support children suffering from anxiety disorders.<n>The robot delivers either synthetic emotional feedback or point rewards to encourage user participation.<n>We evaluated these strategies through two studies: a preference assessment with 16 school children aged 6-8 years, and a behavioral study with 14 university students aged 20-27 years.
  arXiv  Detail & Related papers  (2026-05-26T18:12:11Z)
• Socratic Mind: Impact of a Novel GenAI-Powered Assessment Tool on Student Learning and Higher-Order Thinking [2.192176712066146]
  This study examines the impact of Socratic Mind, a Generative Artificial Intelligence (GenAI) powered formative assessment tool on learning outcomes.<n>Students who engaged with the GenAI tool experienced significant gains in their quiz scores compared to those who did not.<n>Our findings highlight the promise of AI-mediated dialogue in fostering deeper engagement and higher-order cognitive skills.
  arXiv  Detail & Related papers  (2025-09-18T03:08:24Z)
• DASKT: A Dynamic Affect Simulation Method for Knowledge Tracing [51.665582274736785]
  Knowledge Tracing (KT) predicts future performance by students' historical computation, and understanding students' affective states can enhance the effectiveness of KT.<n>We propose Affect Dynamic Knowledge Tracing (DASKT) to explore the impact of various student affective states on their knowledge states.<n>Our research highlights a promising avenue for future studies, focusing on achieving high interpretability and accuracy.
  arXiv  Detail & Related papers  (2025-01-18T10:02:10Z)
• Exploring Engagement and Perceived Learning Outcomes in an Immersive Flipped Learning Context [0.195804735329484]
  The aim of this study was to explore the benefits and challenges of the immersive flipped learning approach in relation to students' online engagement and perceived learning outcomes. The study revealed high levels of student engagement and perceived learning outcomes, although it also identified areas needing improvement. The findings of this study can serve as a valuable resource for educators seeking to design engaging and effective remote learning experiences.
  arXiv  Detail & Related papers  (2024-09-19T11:38:48Z)
• Exploring Factors Affecting Student Learning Satisfaction during COVID-19 in South Korea [0.0]
  This study aimed to understand several facets related to student learning preferences and satisfaction during the pandemic. Data gathered included students' gender, study major, satisfaction and motivation levels when learning, perceived performance, emotional state and learning environment.
  arXiv  Detail & Related papers  (2024-07-12T14:28:11Z)
• Enhancing Students' Learning Process Through Self-Generated Tests [0.0]
  This paper describes an educational experiment aimed at the promotion of students' autonomous learning. The main idea is to make the student feel part of the evaluation process by including students' questions in the evaluation exams. Questions uploaded by students are visible to every enrolled student as well as to each involved teacher.
  arXiv  Detail & Related papers  (2024-03-21T09:49:33Z)
• Large Language Models Understand and Can be Enhanced by Emotional Stimuli [53.53886609012119]
  We take the first step towards exploring the ability of Large Language Models to understand emotional stimuli. Our experiments show that LLMs have a grasp of emotional intelligence, and their performance can be improved with emotional prompts. Our human study results demonstrate that EmotionPrompt significantly boosts the performance of generative tasks.
  arXiv  Detail & Related papers  (2023-07-14T00:57:12Z)
• Disadvantaged students increase their academic performance through collective intelligence exposure in emergency remote learning due to COVID 19 [105.54048699217668]
  During the COVID-19 crisis, educational institutions worldwide shifted from face-to-face instruction to emergency remote teaching (ERT) modalities. We analyzed data on 7,528 undergraduate students and found that cooperative and consensus dynamics among students in discussion forums positively affect their final GPA. Using natural language processing, we show that first-year students with low academic performance during high school are exposed to more content-intensive posts in discussion forums.
  arXiv  Detail & Related papers  (2022-03-10T20:23:38Z)
• Transferable Interactiveness Knowledge for Human-Object Interaction Detection [46.89715038756862]
  We explore interactiveness knowledge which indicates whether a human and an object interact with each other or not. We found that interactiveness knowledge can be learned across HOI datasets and bridge the gap between diverse HOI category settings. Our core idea is to exploit an interactiveness network to learn the general interactiveness knowledge from multiple HOI datasets.
  arXiv  Detail & Related papers  (2021-01-25T18:21:07Z)
• Social Engagement versus Learning Engagement -- An Exploratory Study of FutureLearn Learners [61.58283466715385]
  Massive Open Online Courses (MOOCs) continue to see increasing enrolment, but only a small percent of enrolees completes the MOOCs. This study is particularly concerned with how learners interact with peers, along with their study progression in MOOCs. The study was conducted on the less explored FutureLearn platform, which employs a social constructivist approach and promotes collaborative learning.
  arXiv  Detail & Related papers  (2020-08-11T16:09:10Z)

This list is automatically generated from the titles and abstracts of the papers in this site.

This site does not guarantee the quality of this site (including all information) and is not responsible for any consequences.