Do Sliders Teach Better? Exploring Continuous vs. Discrete Input in Engineering Simulations
0Do Sliders Teach Better? Exploring Continuous vs. Discrete Input in Engineering Simulations | Optimal Methods of Input for Pedagogic Engineering Software
In this study, we examine whether the type of user input in educational engineering software—continuous (e.g., sliders, dials) versus discrete (e.g., text boxes, button presses)—affects both student learning outcomes and perceptions of effectiveness. Although the sample size (N = 91) did not yield statistically significant differences at the α = 0.05 level, trends at α = 0.1 suggest that continuous input simulations may lead to more effective learning and higher student-perceived utility.
Surprisingly, the study also uncovered an inverse relationship between perceived and actual learning outcomes, indicating that students may feel less confident despite learning more through continuous input tools. These findings have implications for the future design of pedagogic engineering applications.
📚 Topics covered:
Engineering education
User interface design in simulations
Continuous vs. discrete interaction
Pedagogical effectiveness
Perception vs. reality in student learning
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Related Keywords
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