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Direct manipulation is now the norm in software design. As a result this paradigm will feature significantly in the educational use of software. While the success of direct manipulation — providing the rationale for the development of easy to use, intuitive interfaces — is well rehearsed, it should be remembered that the aims of educational software go beyond simply presenting easy to use interfaces. The educational use of software has the grander aim of supporting cognition. In this paper a research study into human computer interaction issues, concerned with the design of a direct manipulation educational software package, is briefly described as a basis for considering the use of direct manipulation in the design of educational software. Four design paradoxes are identified which illustrate the potential conflict between educational issues and the use of direct manipulation.

The use of direct manipulation in educational software design