JMIR Publications

ABSTRACT

Background:

Information that is provided in an interactive way is believed to be engaging because users are provided with the possibility to actively explore the information. Yet empirical findings often contradict this assumption. Consequently, there is still little known about whether and how interactivity affects communication outcomes, such as recall.

Objective:

The aim of this study is to investigate mechanisms through which interactivity may affect recall of online health information. We tested whether and how cognitive involvement, perceived active control, and cognitive load mediates the effects of interactivity on recall. In addition, we examined need for cognition and health literacy as potential moderators of the mediation-effects.

Methods:

In an online between-subjects experiment (n=983), we manipulated the levels of interactivity by increasing the number of interactive features on a website: control condition (no interactive features), moderate interactivity (dropdown menu), and high interactivity (dropdown menu and responsive infographics). Participants were randomly assigned to one of the three conditions. Two weeks before the experiment, background characteristics and moderating variables were measured. In the actual experiment, pre- (control variables) and post exposure (outcomes) measures were applied. In addition, during website visit data on users’ online behavior was collected.

Results:

Moderate and high levels of interactivity decreased recall through lowered levels of cognitive involvement (Moderate interactivity: b=−.20; 95%CI −.31 to −.10; High interactivity: b=−.21, 95%CI −.33 to −.10), but increased recall through enhanced perceptions of active control (Moderate interactivity: b=.28, 95%CI .18 to .40, High interactivity: b=.27, 95%CI .16 to .40). The mediations found were partial since moderate (b=−2.25, 95%CI −2.59 to −1.90) and high interactivity (b=−2.16, 95%CI −2.51 to −1.81) had direct effects on recall as well. The mediation-effects of cognitive involvement and perceived active control were more prevalent in the high need for cognition and high health literate groups, as compared to their counterparts.

Conclusions:

From a cognitive resources perspective, results indicate that individuals tend to devote more resources to controlling the interactive website than to get involved with the content, especially those who are more motivated and skilled to process information.