THE EFFECT OF THE INTERFACE ON LEARNING STYLE IN A SIMULATION-BASED LEARNING SITUATION

The applicability of a cognitive theory of implicit and explicit learn ing to computer-aided learning was tested with a two-factor experiment al design. The interface factor tested whether a direct manipulation a nd a command-based interface can induce the users to implicit or expli cit learning, respectively. The complexity factor tested whether the b enefit of using one of the interfaces (i.e., learning modes) depends o n the task complexity (high or low). According to the theory, the succ ess of using one of the learning modes depends on characteristics of t he tasks. The application of the theory to computer-aided learning wou ld be to characterize the learning task and then choose the interface that best fits the task requirements. The ability of the user interfac es to induce the learning modes was supported by the results. The expl icit learning mode observed in the users of the command-based interfac e resulted in better performance for both complexity conditions. Altho ugh the users of the direct manipulation interface did not fail to lea rn, their performance was inferior to those of the other group. Based on the results, task complexity is not suggested as a criterion for se lecting interface.