Aesthetics in Instructional Design: Does Interactivity Count?

Abstract

Today, changes in the way we interact with technology have led to the introduction of electronic devices in primary and secondary schools worldwide (Banister 2010; Mueller et al. 2008). Despite this, many teachers still lack the confidence to use electronic devices within the classroom (Chen 2010; Hermans et al. 2008; Mueller et al. 2008). This paper looks at instructional design in the context of learning design for K-12 schools, and highlights why aesthetics needs to be considered an integral part of the instructional design process. Furthermore, in the current technological landscape, such a discussion must also begin to consider aesthetics together with interactivity, and what might be called interactivity aesthetics. Thus, this paper also outlines the main reasons why interactivity should be recognised as a distinct aesthetic element, and why further discussion about interactivity aesthetics is necessary.