2. Myth or Fact

Here’s the Myth or Fact learning interaction from my eBook, Engaging Interactions For eLearning:

Description: Present the learner with a series of statements or phrases and have them categorize each as Myth or Fact.

Provide feedback to prevent misunderstandings, and make sure to reinforce the facts. This interaction can be used to dispel common misconceptions.

Example: Show Myths and Facts about a new cleaning product that is used for cleaning kitchens. Have the learner identify which statements are false (Myth) and which are true (Fact).
Level(s) of Interaction: 2
Knowledge Type(s): Factual

Let’s discuss this further…

This interaction, which is essentially a series of true/false questions, can be used to teach new information from the very beginning, and it can also be used to review and assess information that was previously taught. Here’s the key to this interaction: The feedback and information provided after each question is what counts! This is the part where you can help the learner the most.

It’s all about feedback.

After each question, provide the learner with feedback explaining why their choice was correct or incorrect. Elaborate. Tell them exactly why they were correct, or discuss misconceptions if they were incorrect. State why the misconceptions are incorrect – and tie everything back to the correct answer. Reinforce the correct answer. It’s all about feedback.

I talked about high-tech and low-tech versions of learning interactions in my last post. You could follow the same basic guidelines for this interaction. For example, in a high-tech version, you may present the learner with Myth or Fact questions, and then have an interactive dialogue with them to find out how they made their selection. You may present several statements related to the question (and its answer) and have the learner select the one that best represents their reasoning for their answer. Based on their selection, you can choose how to coach them to succeed. You may also considering showing videos, diagrams, photos, scenarios, etc., after each question to support the correct answer. This could easily be done using Flash, Captivate, or one of Articulate’s many products. Remember, there are tons of great free tools out there, too.

In a low-tech version, you could present the learner with the Myth or Fact questions and then add an extra few pages or slides describing why the item is a Myth or Fact. This could be done using simple HTML or a variety of other tools. Be creative!

What would you do differently? What tools would you use?

Thoughts, comments, examples? Please share them!

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5 Responses to “2. Myth or Fact”


  1. 1 Anitha September 26, 2007 at 6:40 am

    Myth or Fact is a very good interaction. Actually, i had a similar interaction but in a different format. It was a multiple choice multiple select. A small scenario is presented. A set of statements(usually 5) are listed related to the scenario. The learner has to select all the statements that are true.

    You generally have a single feedback, that encompasses all the right ideas. But, i feel the feedback is not as exhaustive as what u have for myth or fact.

    -Anitha

  2. 2 Rupa September 26, 2007 at 10:20 am

    Hi

    True or false statements/questions for Myth or Fact learning interaction does work fine.

    However I would try doing something different.

    The purpose of learning interactions is to facilitate learning by making an impact on learners.

    As far as the Myth or Fact learning interaction is concerned, the objective is remove common misconceptions and convey factual information. Meer statements might not make an impact always. How many of us really go through true or false exercises seriously? Do those statements really stay in our mind? Well, for some it’s interesting and for some it might not be engaging enough.

    I strongly feel less text and more visual elements can be used in such learning interactions.

    For a low tech version of Myth or Fact learning interaction I would probably weave a game using just images.

    For example if I have to show Myths and Facts about a new cleaning product that is used for cleaning kitchens I would begin the interaction with instructions as follows:

    WhitePool Cleaning Agent is the latest buzz in the market. However of late some of the residents of Golden Oak Valley have stopped using the product.

    The management is very upset and wants you(the learner) to get rid of all misconceptions about the product and present facts to the residents. Your(learner) role is that of a product evangelist.

    Explore Golden Oak Valley, meet people, listen to what they have to say and clear the misconception they have. Take Joey’s help in coaxing people to buy the cleaning agent.

    The learner’s objective would be to learn the myths and uncover facts. The learner must watch the product popularity index. The more facts the learner uncovers, the index would go up. The learner has to uncover all facts with guided instructions.

    After the introduction, the activity would start.

    The backdrop image will that be of a colony of houses. Each house will be clickable. Clicking on each house will lead to another page which will have the image of interiors of a house and a resident. It will appear as though the resident is addressing the learner. A callout will show information about the resident and her reasons as to why she is not willing to use the product.

    For example Mrs Smith says I guess the cleaning agent has some toxic agents that might damage my expensive kitchen flooring.

    The learner will see joey appear which will essentially be a character with a callout displaying a hint to click on the cleaning agent bottle and click on the constituents to show Mrs Smith that the agent has no toxic agent.Dr. Ken would pop up in a dialog box. The learner will have to click on the box to read the clinical report stating that no toxic agents have been used.

    Revealing such facts would convince Mrs Smith that the product is harmless.

    Everytime a fact is uncovered, the resident buys the product and the learner gets a positive feedback and the index would go up.

    Factual Information can be provided during the course of the activity in the form of hint boxes, web links, expert opinions. Simple pop up dialog boxes can be used.

    A high tech version of this interaction can probably have animations.

    All that I am trying to hint is that a series of true/false questions, need not always be used to teach new information even if its a low tech version of learning interaction.

    Please let me know your views on this.

  3. 3 B.J. Schone September 26, 2007 at 1:12 pm

    Rupa,

    That is outstanding! You definitely took this interaction to the next level. I love how you wrapped a great story around it to enhance the learner’s experience. I think this makes it much more enjoyable for the learner. I think the visuals would help a great deal, too. Your example could be built in Flash pretty easily, and I think it could be very effective.

    Keep the ideas coming! I can’t wait to see your ideas for the rest of the interactions in the eBook! 🙂

    Again, great job!!!

    -B.J.


  1. 1 How to make a Myth or Fact Learning Interaction interesting « Writers Gateway Trackback on September 26, 2007 at 11:06 am
  2. 2 How to make a Myth or Fact Learning Interaction interesting | The Writers Gateway Trackback on March 24, 2009 at 10:22 am

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