The current study investigated how interactivity of simulation
controls affects data collection in science inquiry. A
chemistry simulation was designed to allow either low or high
interactivity in setting experimental variables. Adult
participants were randomly assigned to one of the
interactivity conditions and solved a series of assessment
items. The results from the first item indicated that the highly
interactive controls posed challenges in conducting a
thorough investigation. Performance in the last item which is
a repetition of the first item suggested that the participants
were able to overcome the initial challenges over the course
of their investigations. The results provide implications for
designing educational simulations for learning and
assessment.