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Emerging Technologies for Interactive Learning in the ICT Age opportunity to apply newly acquired information and ideas in their constructive inquiries, such as theory testing, model development, and problem solving. The Nutrition Game is such an example, as the game did not provide direct lectures about the healthy eating habit, but rather offered learners a chance to explore different food choices and learn their impact on health. ICT should also provide various cognitive tools to guide such constructive processes, offering instructional scaffolds along the way. As we see from the case of ED, although learners were required to solve a simulated toxin spill problem by themselves, they received guid- ance by interacting with virtual avatars, searching online, and accessing the resource database. Assumption Number 2: Learning depends on rich contexts. In contrast to most lecture-based teaching, ICT tools should establish a learning context that is learner-centered, allowing for constant exchange of ideas, frequent reflection, engagement of learners. ICT tools can aid in this process by facilitating interpersonal communica- tions with peers and instructors and by supporting learners' contribution to the learning resources, strategies, and body of knowledge. The use of Ning demonstrated social interactions between learners that were enhanced through personaliza- tion, such as adding profile pictures or sharing personal information. Learners are more likely to contribute when they feel personally connected. Through the lens of collaborative learning theory, this paper proposes that the following features should be considered when designing effective interactive learning systems: · · · Actively engage learners in meaningful learning activities Allow learners to customize their own learning pace, sequence and preference Provide prompt feedback and opportuni-