diff --git a/bibliography.bib b/bibliography.bib
index 233afc5..84f77ac 100644
--- a/bibliography.bib
+++ b/bibliography.bib
@@ -3517,6 +3517,20 @@
   file = {/home/charlotte/sync/Zotero/storage/ADNTANNI/Ureel II and Wallace - 2019 - Automated Critique of Early Programming Antipatter.pdf}
 }
 
+@inproceedings{vanpetegemActivatingLearningExperience2002,
+  title = {The Activating Learning Experience Supported by {{ICT}}},
+  booktitle = {E-{{Learn}}: {{World Conference}} on {{E-Learning}} in {{Corporate}}, {{Government}}, {{Healthcare}}, and {{Higher Education}}},
+  author = {Van Petegem, Peter and De Loght, Toby},
+  year = {2002},
+  pages = {2577--2578},
+  publisher = {{Association for the Advancement of Computing in Education (AACE)}},
+  url = {https://www.learntechlib.org/primary/p/9603/},
+  urldate = {2024-01-31},
+  abstract = {The starting point of this contribution is the concept of Powerful Learning. It contains 6 characteristics which we transformed into a structured model. The centre of the model consists of student-centred education and it's accompanying coaching component. Surrounding the centre, there are three satellites: Content, problem-based learning and collaborative learning which are linked and in constant interaction with each other and the centre part. The improved concept is then illustrated with cases from different teacher education programmes at the university of Antwerp. In these cases we...},
+  isbn = {978-1-880094-46-4},
+  langid = {english}
+}
+
 @mastersthesis{vanpetegemComputationeleBenaderingenVoor2018,
   title = {{Computationele benaderingen voor deductie van de computationele complexiteit van computerprogramma's}},
   author = {Van Petegem, Charlotte and Dawyndt, Peter},
@@ -3582,6 +3596,25 @@
   file = {/home/charlotte/sync/Zotero/storage/49LUPXRI/Van Petegem et al. - 2022 - PassFail Prediction in Programming Courses.pdf}
 }
 
+@article{vanpetegemPowerfulLearningInteractive2004,
+  title = {Powerful {{Learning Is Interactive}}: {{A Cross-Cultural Perspective}}},
+  shorttitle = {Powerful {{Learning Is Interactive}}},
+  author = {Van Petegem, Peter and De Loght, Toby and Shortridge, Ann M.},
+  year = {2004},
+  journal = {E-Journal of Instructional Science and Technology},
+  volume = {7},
+  number = {1},
+  publisher = {{University of Southern Queensland}},
+  issn = {1324-0781},
+  url = {https://eric.ed.gov/?id=EJ850351},
+  urldate = {2024-01-31},
+  abstract = {For centuries traditional university education has primarily focused on building foundational skills in particular disciplines via the transfer of knowledge from instructor to student. Today however, simply being able to reproduce knowledge is no longer adequate; students must also be able to apply their knowledge to changing, real world contexts. By sharing lessons learned and drawing parallels across cultural boundaries, the University of Antwerp, Belgium and the University of Arkansas, USA provide additional insight into how to effectively teach students these skills. Topics that are addressed include: the concepts of powerful learning, interactivity, adequate dialogue, and the post-development evaluation and effective use of e learning environments. (Contains 2 figures and 4 tables.)},
+  langid = {english},
+  keywords = {Agricultural Education,College Students,Computer Mediated Communication,Computer Peripherals,Computer Software Evaluation,Concept Mapping,Constructivism (Learning),Courseware,Cross Cultural Studies,Discussion Groups,Distance Education,Educational Policy,Electronic Learning,Foreign Countries,Instructional Design,Instructional Effectiveness,Internet,Student Attitudes,Teacher Education,Technology Integration,Web Based Instruction},
+  annotation = {ERIC Number: EJ850351},
+  file = {/home/charlotte/sync/Zotero/storage/LX7YWGJC/Van Petegem et al. - 2004 - Powerful Learning Is Interactive A Cross-Cultural.pdf}
+}
+
 @phdthesis{vanpetegemScholenOpZoek1997,
   title = {{Scholen op zoek naar hun kwaliteit: effectieve-scholenonderzoek als inspiratiebron voor de zelfevaluatie van scholen}},
   shorttitle = {{Scholen op zoek naar hun kwaliteit}},
diff --git a/book.org b/book.org
index 068de32..1d5bd8f 100644
--- a/book.org
+++ b/book.org
@@ -184,6 +184,8 @@ Automated assessment was introduced into programming education in the early 1960
 [cite/t:@cheangAutomatedGradingProgramming2003] identified the labor-intensive nature of assessing programming assignments as the main reason why students are given few such assignments when ideally they should be given many more.
 While almost all platforms support automated assessment of code submitted by students, contemporary platforms usually offer additional features such as gamification in the FPGE platform\nbsp{}[cite:@paivaManagingGamifiedProgramming2022], integration of full-fledged editors in iWeb-TD\nbsp{}[cite:@fonsecaWebbasedPlatformMethodology2023], exercise recommendations in PLearn\nbsp{}[cite:@vasyliukDesignImplementationUkrainianLanguage2023], automatic grading with JavAssess\nbsp{}[cite:@insaAutomaticAssessmentJava2018], assessment of test suites using test coverage measures in Web-CAT\nbsp{}[cite:@edwardsWebCATAutomaticallyGrading2008] and automatic hint generation in GradeIT\nbsp{}[cite:@pariharAutomaticGradingFeedback2017].
 
+Increasing interactivity in learning has long been considered important, and furthermore, something that can be achieved through the addition of web-based components to a course\nbsp{}[cite:@vanpetegemPowerfulLearningInteractive2004].
+
 * What is Dodona?
 :PROPERTIES:
 :CREATED: [2023-10-23 Mon 08:47]