From Basics to Mastery: Introduction to the Progressive Interaction Complexity Scale
Progressive Interaction Complexity Scale (PICS)
- Description
The Progressive Interaction Complexity Scale (PICS) outlines the deliberate progression of a learner’s journey towards mastering a subject. This journey is guided by the level of interactive engagement, which starts with basic exposure and gradually advances to more immersive interactions. The purpose of this trajectory is to facilitate a comprehensive understanding of the subject, enabling learners to effectively apply their knowledge in various situations.
At the core of PICS lies the intentional increase in the depth of interactions, supported by well-established instructional design principles. Starting with foundational exposure, learners progress along a path that gradually enhances both the depth of the content and the complexity of the interactions. By carefully adjusting the level of engagement, PICS ensures optimal retention of knowledge and promotes practical application, ultimately fostering genuine expertise and mastery in the learner’s chosen field.
Combining instructional design principles, technological pedagogical content knowledge, and the advancement of cognitive engagement, PICs is unique for its focus on advancing through interactive complexity and the deliberate utilization of technology and augmented tools.
- Benefits
The PICS approach follows a continuum from foundational exposure to intricate, immersive tasks, resonating with Bloom’s Taxonomy of Educational Objectives. By sequentially guiding learners from basic knowledge comprehension through to the analysis, application, synthesis, and evaluation stages, the scale ensures a deep understanding and mastery of skills.
- Evidence
Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
FOUNDATIONAL
EXPOSURE
In this initial step, learners are presented with basic, foundational knowledge. Interaction is minimal, with focus primarily on familiarization.
Learning Principle
Priming: Preparing the brain for further learning by establishing initial awareness.
Instructional Strategy
Passive delivery through readings, simple visuals, and narrations.
Evidence
Ebbinghaus’s forgetting curve demonstrates the importance of initial exposure to improve retention.
DIRECTED
EXPLORATION
Providing learners with opportunities to engage with the material through structured interactions, like clickable hotspots or guided tours.
Learning Principle
Scaffolding: Building upon foundational knowledge in a structured manner.
Instructional Strategy
Use of interactive infographics, clickable diagrams, and brief quizzes.
Evidence
Vygotsky’s Zone of Proximal Development emphasizes guided learning experiences.
GUIDED
PRACTICE
Learners are immersed in more sophisticated interactions but within a controlled environment, such as scenarios where they’re required to make choices. This gives them a chance to apply the knowledge they’ve learned so far in a controlled setting.
Learning Principle
Situated Learning (Learning in context is more effective).
Guided Practice: Learners practice new skills with feedback.
Instructional Strategy
Scenario-Based Learning (Using hypothetical situations to facilitate understanding).
Evidence
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation.
Ericsson’s theory of deliberate practice highlights the importance of feedback and repetition.
MICRO-BRANCHING
SCENARIOS
At this stage, interactions become more intricate. Learners face detailed scenarios where each decision they make leads to a new set of challenges or outcomes, helping them grasp the complexities of the subject.
Learning Principle
Constructivism (Learners build knowledge through experiences).
Differentiated Instruction: Tailoring instruction to individual differences.
Instructional Strategy
Problem-Based Learning (Addressing and solving real-world problems).
Evidence
Tomlinson’s work on differentiated instruction showcases the efficacy of tailored learning experiences.
VIRTUAL
IMMERSIVE INTERACTIONS
In this stage, the virtual environment replicates real-world scenarios, challenging learners to think critically, solve problems, and make informed decisions.
Learning Principle
Experiential Learning (Learning through reflection on doing).
Instructional Strategy
Simulation-Based Learning (Using a simulated environment to mimic real-world experiences).
Evidence
Dalgarno, B., & Lee, M. J. W. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10-32.
AUGMENTED
PRACTICE TRAINING
Using AR, learners interact with digital overlays in real-world scenarios, bridging the gap between theoretical knowledge and tangible application for an immersive, hands-on experience.
Learning Principle
Embodied Cognition (Learning is deepened by physical interaction and experience in the environment).
Multimodal Learning Theory (Learners understand and remember better when multiple learning modes are engaged).
Instructional Strategy
Augmented Reality Learning (Integrating digital feedback and information into real-world interactions).
Evidence
Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625-636. Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.