The Effect of the Interface on Learning Style in a Simulation-Based Learning Situation

Abstract

The applicability of a cognitive theory of implicit and explicit learning to computer-aided learning was tested with a two-factor experimental design. The interface factor tested whether a direct manipulation and a command-based interface can induce the users to implicit or explicit learning, respectively. The complexity factor tested whether the benefit of using one of the interfaces (i.e., learning modes) depends on the task complexity (high or low). According to the theory, the success of using one of the learning modes depends on characteristics of the tasks. The application of the theory to computer-aided learning would be to characterize the learning task and then choose the interface that best fits the task requirements. The ability of the user interfaces to induce the learning modes was supported by the results. The explicit learning mode observed in the users of the command-based interface resulted in better performance for both complexity conditions. Although the users of the direct manipulation interface did not fall to learn, their performance was inferior to those of the other group. Based on the results, task complexity is not suggested as criterion for selecting interface.