This article concerns the influence of news presentation on the web. The study had two primary goals. The first was to test the effects of interactivity on learning, and the second was to explore the role of motivation in learning from interactive media. Hypotheses were tested using an experimental design. Study participants were assigned one of four web news stories with structures that encouraged varying degrees of interactivity. The results of hypothesis testing were heavily dependent on which measure of learning was employed. A traditional multiple-choice test of recognition verified an effect of motivation but not of interactive behaviour. A comprehension measure of learning, supported by the cognitive constructivism theory of learning employed in this study, supported an effect of interactive behaviour but not of motivation. Explanations for the findings are proposed and implications for mass communicators discussed.
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