Could Less Be More in the Introductory Kinematics Lab?

In earlier work, I created a custom ``minimalist'' interface for certain sensors in my introductory physics lab: unlike the standard commercial interfaces, these minimalist interfaces do not pre-calculate kinematic quantities (position, velocity, and acceleration). \emph{In this study, I investigated whether the use of this minimalist interface actually improves student understanding of kinematics.} After randomly assigning each student in my introductory physics lab to use one of the two interfaces during one particular lab exercise, I administered a set of six questions (ungraded), drawn from two well-studied physics assessment instruments. As a result of low numbers and timing issues, the results are statistically inconclusive, but hint at enhanced student learning specifically of material not covered in lecture.