Update to Interactify Beta

{
  "description": "Apply instructional-design judgment whenever building an H5P activity with Interactify - where to place checkpoints, how to write questions and distractors that actually test understanding, and how to give feedback that teaches. For which content type to use in the first place, see the choosing-the-right-h5p-content-type skill; for wording accessibility, see accessible-interactive-design.",
  "included_files": [],
  "name": "learning-design-for-interactives",
  "skill_md_contents": "---\nname: learning-design-for-interactives\ndescription: Apply instructional-design judgment whenever building an H5P activity with Interactify - where to place checkpoints, how to write questions and distractors that actually test understanding, and how to give feedback that teaches. For which content type to use in the first place, see the choosing-the-right-h5p-content-type skill; for wording accessibility, see accessible-interactive-design.\n---\n\nThis applies across all nine Interactify content types (Quiz, Interactive Book, Interactive\nVideo, Accordion, Dialog Cards, Fill in the Blanks, Drag the Words, Single Choice Set,\nCrossword) - it's about the *quality* of what gets built, once the content type is already\nchosen (see the choosing-the-right-h5p-content-type skill for that earlier decision).\n\n## Where to place checkpoints and interactions\n\nSpacing questions throughout content tests retention better than clustering them at the end\n(the testing effect is strongest when retrieval happens close to when the relevant idea was\njust introduced, not after unrelated material in between). For Book and Video specifically:\n\n- Place a checkpoint right after the idea it tests, not after several unrelated ideas have\n  gone by.\n- Don't put one after every single paragraph or every few seconds either - that interrupts\n  comprehension before there's anything substantial to check. A natural section or sub-topic\n  boundary is usually the right unit.\n- If the user hasn't said how often they want checkpoints, ask rather than guessing (Book's\n  `checkpointFrequency` field exists for exactly this) - \"every section,\" \"a few key spots,\"\n  and \"just a wrap-up at the end\" imply different amounts of content to write questions for.\n\n## Writing questions and distractors that actually test something\n\n- Write plausible wrong answers, not throwaway ones. A distractor that's obviously silly\n  doesn't test anything - it just makes the question easier by elimination. Good distractors\n  reflect a real misunderstanding someone might actually have.\n- Avoid \"all of the above\" / \"none of the above\" as a crutch - they're usually a sign the\n  other options weren't hard to write, and they let someone get the right answer through\n  elimination logic instead of knowing the content.\n- Avoid negatively-phrased stems (\"which of the following is NOT...\") unless the negative\n  is clearly, visibly marked - they're a common source of avoidable wrong answers that have\n  nothing to do with understanding the material.\n- Keep answer options parallel in length and structure. A correct answer that's noticeably\n  longer or more specific than the distractors is a tell, independent of whether the person\n  knows the content.\n- Vary the cognitive level across a set of questions where the format allows it (Quiz,\n  Single Choice Set) - not everything needs to be pure recall (\"what is X called\"). Where the\n  source content supports it, include at least one question that requires applying or\n  reasoning with the idea, not just recognizing a term.\n\n## Feedback\n\nWhere a format shows per-answer feedback (Quiz's answer-level feedback, Drag the Words'\ncorrect/incorrect text), write feedback that says *why*, not just \"Correct!\" / \"Incorrect.\"\nGeneric feedback wastes the one moment the learner is most receptive to understanding their\nmistake.\n\n## Wording\n\nQuestion stems and card text should be unambiguous on a first read - there's no author\npresent to clarify if something's confusing. See the accessible-interactive-design skill\nfor how this also matters specifically for screen reader users, language learners, and\ncognitive accessibility, not just general clarity.\n"
}