Direct Object Manipulation vs. Direct Concept Manipulation: Effect of Interface Style on Reflection and Domain Learning

Abstract

This paper investigates the effects of interface style on childrens domain learning and reflective thought. It argues that the educational deficiencies of Direct Manipulation (DM) interfaces are not necessarily caused by their directness, but by their directness towards objects rather than embedded educational concepts. This paper furthers our understanding of the DM metaphor in educational software by proposing a shift of approach from Direct Object Manipulation (DOM) to Direct Concept Manipulation (DCM). A number of pedagogical strategies for supporting the DCM metaphor are offered. Results reported from a study using three variations of an educational software application are used to support these points.