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.