Open Access

Johanna Magdalena Kuch, Saskia Johanna Wiedenroth

• Interactivity and multimedia play an important role in the area of e-learning. Various works have shown their positive effects and potential on its learning experience and outcome. The use of sound has also been discussed in this context. So far, the distinction between sound not requiring direct influence by the user and sound triggered directly by the user, the interactive sound, is missing in the considerations. This distinction is already common in other fields of interactive media and is enjoying increasing popularity. The purpose of the present work is to transfer the concept of interactive sound to digital learning applications with gamified elements. The main focus is how interactive sound can support the learning experience as well as the user reaching the flow state. Instead of tendencies towards being afraid or bored during learning units, reaching the flow state supports the learning experience and outcome. Two different ways of implementing interactive sound areInteractivity and multimedia play an important role in the area of e-learning. Various works have shown their positive effects and potential on its learning experience and outcome. The use of sound has also been discussed in this context. So far, the distinction between sound not requiring direct influence by the user and sound triggered directly by the user, the interactive sound, is missing in the considerations. This distinction is already common in other fields of interactive media and is enjoying increasing popularity. The purpose of the present work is to transfer the concept of interactive sound to digital learning applications with gamified elements. The main focus is how interactive sound can support the learning experience as well as the user reaching the flow state. Instead of tendencies towards being afraid or bored during learning units, reaching the flow state supports the learning experience and outcome. Two different ways of implementing interactive sound are examined. The first one has instructions read out to the user interactively, compared to automatically playing the instructions. The second one uses sound effects for interactions on the user interface, for example clicking on buttons. The effects on reaching and supporting the flow state of the users are evaluated by adult users. The users follow guided instructions to learn a manufacturing process. To find out differences between regular and interactive sound, the users first tries out an application with regular sound instead of the mentioned interactive sound. Afterwards, they use an application with interactive sound to learn another manufacturing process. After each application test the users fill in the questionnaire by Rheinberg and Vollmeyer to find out about their flow state. Also, the time they need to complete the manufacturing process is measured during the use of the application and compared to their own time perception, which gives indications about the flow state. Finally, a word list of positive and negative words, similar to product reactions cards by Benedek and Miner, are given to the users, in order to gain an intuitive feedback about the general attitude towards the interactive or regular sound. Further results are recorded in interviews and observations. The interviews are structured and the conclusions summarized. The results will provide indications on the applicability of different kinds of interactive sound. In the future, the results can help in the development of digital learning applications to use interactive sound in a targeted manner.…