Structural and conceptual user interfaces and their impact on learning

The purpose of this study was to examine the impact of structural and conceptual user interfaces on learning among High School students. Structural interfaces are interfaces which present the learner with the structure of knowledge, while conceptual interfaces present its concepts and main ideas. We hypothesized that interlaced interfaces, which include structural and conceptual elements, would be more effective for learning than any one of the interfaces by themselves. One hundred twenty one subjects participated in the experiment. Each was given one of six interface formations of a computerized learning environment: a linear browsing interface (control group); a dynamic table of contents (structural interface); a menu-type interface (conceptual); a link-type interface (conceptual); and the interlacing of a structural interface with each of the conceptual interfaces. Each subject responded to two kinds of questions: information-location (superficial processing), and comprehension (deep processing). In this study we found that: a. the interlaced interface table of contents+the menu-type interface was more effective than the menu type interface by itself. However, no difference was found between the formations using the link-type interface. b. no interaction was found between the interface formation and the depth of processing. The conclusion resulting from this study is that the interlacing of interfaces by itself does not contribute to learning; however the interlacing of specific, compatible interfaces can not only make navigation easier (superficial processing), but also enhance deep understanding of content (deep processing).