{"id":1436,"slug":"chi-wylie-2014-icap-framework-interactive-constructive-active-passive","title":"Chi & Wylie (2014), Educational Psychologist 49(4) — ICAP framework: Interactive > Constructive > Active > Passive engagement; ~8-10% learning improvement per step","kind":"reference","scope":"business","status":"current","audiences":["kevin","smb-owner","candid-team"],"topics":["interactive-tool-mechanisms","active-learning-icap"],"reference_body":"**Claim:** **Chi & Wylie (2014), \"The ICAP Framework,\" *Educational Psychologist* 49(4), 219-243.** **Interactive > Constructive > Active > Passive** engagement hierarchy. Chi & Wylie report **~8-10% learning improvement with each step up the engagement hierarchy**.\n\n**Source:** Chi & Wylie (2014), Educational Psychologist.\n\n**Confidence:** Verified for the framework.\n\n**Caveat:** ICAP's behaviour-based coding is acknowledged as a limitation (overt behaviour ≠ guaranteed cognitive engagement).\n\n**Why this matters for Candid:** Theoretical scaffolding for *why* moving a user from passive (reading a brochure) to interactive (using a tool) produces measurable engagement / learning gains. Pair with the independent meta-analytic backing in [[freeman-2014-pnas-active-learning-meta-225-studies]].","rationale_body":null,"metadata":null,"links":{"outgoing":[],"incoming":[{"slug":"research-brief-engagement-mechanisms-top-up-smb-june-2026","title":"Research notes (capture-layer top-up): why interactive online tools are psychologically engaging — six additional mechanisms (June 2026)","kind":"research-notes","scope":"business","link_type":"relates-to"},{"slug":"freeman-2014-pnas-active-learning-meta-225-studies","title":"Freeman et al. (2014), PNAS 111(23) — 225-study meta on active learning: exam performance +0.47 SD; odds of failing 1.95× higher under passive lecturing; robust to publication-bias checks","kind":"reference","scope":"business","link_type":"relates-to"},{"slug":"sundar-time-modality-vs-message-interactivity","title":"Sundar TIME (Theory of Interactive Media Effects, 2015) — modality interactivity (slide/drag/zoom) vs message interactivity (system responds contingently to user input — defining feature of calculators/quizzes)","kind":"reference","scope":"business","link_type":"relates-to"},{"slug":"rule-pair-interactivity-with-restraint","title":"R5 — Pair interactivity with restraint: add interactive features ONLY where they let the user do something they need to; \"too much interactivity\" reduces deep elaboration","kind":"rule","scope":"business","link_type":"depends-on"}]},"created_at":"2026-06-20T19:24:15.967Z","updated_at":"2026-06-20T19:24:15.967Z"}