A Comparative Study on the Impact of Traditional Learning and Interactive Learning on Students' Academic Performance and Emotional Well-Being

TL;DR

This study compares traditional and interactive learning methods in higher education, finding that interactive tools improve academic performance, engagement, and emotional well-being but may cause cognitive overload.

Contribution

It provides empirical evidence on the positive effects of interactive learning tools on student performance and emotional states, highlighting the importance of balancing stimulation.

Findings

Interactive learners outperform in post-tests and exams.

Interactive learning increases engagement and positive emotions.

Cognitive overload suggests need for balanced instructional design.

Abstract

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.