Manipulating Interface Design Features Affects Children's Stop-And-Think Behaviours in a Counterintuitive-Problem Game

The human–computer interaction (HCI) design of educational technologies influences cognitive behaviour, so it is imperative to assess how different HCI strategies support intended behaviour. We developed a neuroscience-inspired game that trains children's use “stopping-and-thinking” (S&T)—an inhibitory control-related behaviour—in the context counterintuitive science problems. tested efficacy four features in supporting S&T: (1) readiness mechanic, (2) motion cues, (3) colour and (4) rewards/penalties. In randomised eye-tracking trial with 45 7-to-8-year-olds, we found mechanic increased S&T duration, cues proved equally effective at promoting S&T, combining symbolic may have cumulative effect, rewards/penalties distracted children from S&T. Additionally, duration was related in-game performance. Our results underscore importance interdisciplinary approaches technology research actively investigates impacts learning behaviours.