A Comparative Study on the Impact of Traditional Learning and Interactive Learning on Students' Academic Performance and Emotional Well-Being
It addresses the effectiveness of interactive learning tools for enhancing student outcomes in higher education, but it is incremental as it reaffirms existing pedagogical potential with specific data.
This study compared traditional and interactive learning methods on university students' academic performance and emotional well-being, finding that interactive learning led to significantly higher test scores (e.g., 80.8% vs. 61.44% in final exams) and increased engagement and positive emotions.
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.