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In various learning platforms that comprise face-to-face, web-based, and hybrid learning systems, interactivity, as a concept addressing how learners engage with the learning environment, is a much discussed theme. The assumption in such discussions is that the more interactive learners are the more learning will take place; increasing interactivity then would be a desirable goal in designing learning systems. Surprisingly, however, there are no studies thus far that have empirically established a link between interactivity and output performance in a learning situation. This paper reports on a study linking interactivity with output performance in a course that involves both face-to-face and web-based learning. An experiment based on linear correlation statistical analysis tests the hypothesis whether the most interactive learners are the best output performers. It is shown that there is positive correlation between high interactive learning, as defined in terms of online usage statistics, and high output performance, as defined in terms of final course marks.