Investigating assessment strategies in mathematics classrooms . The program had been specifically designed to incorporate a number of characteristics consistent with situated learning . Students were videotaped using the interactive multimedia, and a segment of one tape was analysed using VideoSearch to corroborate observation of the nature of their activities as they used the program, and the allocation of time devoted to each activity. The allocation of time to different student activities in formal university settings, has been investigated by Laurillard . In a study of the distribution of time devoted to a variety of learning activities, Laurillard found that 'attending' was by far the most common activity.
Children react rather than consider.
For many of these programs, the educational value for the player is inversely proportional to the reaction time required . The Cognition and Technology Group at Vanderbilt make the point that the learning environments they produce are meant to be explored and discussed at length rather than simply read or watched. Similarly, the interactive multimedia program on assessment was designed to minimise keyboard responses, and maximise thoughtful, active reflection and discussion between the users. In the videotaped sessions, it was noticed that students use of the keyboard was relatively infrequent. Most of the time appeared to be spent thinking and discussing.