Interactive Learning and Interactive Multimodal Environment

Critical reflection
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Critical reflection
In understanding “Interactive Multimodal Learning Environments," the author suggests that learning spaces should be appealing and built to encourage student learning. The concept is agreeable considering other readings “what it is to teach in an active learning classroom." It is so apparent that learning objectives may dictate the learning environment. For instance, Algebra teachers prefer traditional rooms with a single whiteboard, ordinary chairs, and tables. Presentation is a critical aspect of learning. Interactive learning is environment dependant since it supports the learner in knowledge visualizations to verbal interpretations.
An interactive multimodal environment defines responsiveness and interactivity. Multimodal interaction allows for more spontaneous and natural communication by connecting people to their surroundings. In some scenarios, teachers would benefit from flexibility, location (centralization), and an increased sense of ownership (Talbert, 2022). If the tutor utilized the traditional learning environment with the teacher Infront, would it bring about the expected learning outcomes?
It is possible to think about a learning environment and ease of interactivity. Interactivity ease refers to a non-interactive and educational method in which the presentation mechanism allows for a comparable outcome. Indeed, learning involves hypothetically building a mental representation to help stand for perception, memory, thought, or cognitive operations. However, learning relates to how students figure out how they can master their learning system without physically depending on the visuals and environment (Talbert, 2022). This concept may not be easy since learning majorly relies on interactivity rather than space. A highly interactive environment is fruitful, especially while considering feedback and instructor guidance.
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