互动学习提升学生成绩与情绪，但可能引发认知过载。
A Comparative Study on the Impact of Traditional Learning and Interactive Learning on Students' Academic Performance and Emotional Well-Being
- 用Kahoot等工具开展互动教学，对比传统讲授。
- 互动组测试成绩高出14个百分点，情绪更积极。
- 适合关注教学创新与学生心理的教育研究者。
本研究在计算机入侵检测课程中对100名大学生进行随机分组，比较传统教学（讲座与笔记）与互动学习（使用Kahoot、Panopto、Slido、Quizizz、Padlet及教学视频）对学生学业表现、参与度、动机和情绪健康的影响。通过前测、后测、期末考试和作业评估学业成就，采用标准化量表测量参与度与情绪状态。结果显示，互动组后测成绩达67.48%，显著高于传统组的53.36%；期末考试成绩为80.8%，远超传统组的61.44%。互动组行为参与度提升67.01%，情绪参与度提高75.32%，正向情绪增加66.67%，挫败感降低。但认知投入下降39.8%，提示可能存在认知过载。研究验证了互动教学的教育潜力，强调刺激与认知负荷间的平衡。建议未来在更大、更多样化样本中进一步验证。
原文摘要 · Abstract (English)
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.
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