The IM interface allows them to reach a maximum score in less moves than the DM group. This in turn leads to different problem solving strategies being employed in the initial learning phase. Performance differences did not exist in the initial phase of the test and the fact that they do exist in the transfer stage indicates that the two groups have learned to different standards. The increased variability of move time for the IM group in the transfer task suggest a 'look-ahead' problem solving style. Users are taking longer over key moves and then carrying out a series of rapid actions.
Actions are frequent and at a constant rate suggesting little planning of future actions.
The richer problem-solving style of the IM group accounts for the reduced number of moves needed to reach a maximum score. The above study is a basis for exploration into learning differences caused by interface styles. Two key questions arise. In order to investigate the first question a more in-depth version of the previous study has been implemented. Subjects are given an extended learning period with one of the two interface styles above but are then given a range of different transfer tasks.