Learner control in computer-based instruction: a current literature review
Educational Technology
Using the computer as a help tool during learning by doing
Computers & Education - Special issue on exploring the nature of research in computer-related applications in education
Help seeking, learning and contingent tutoring
Computers & Education
Supporting learners: Increasing complexity?
Computers in Human Behavior
What matters in help-seeking? A study of help effectiveness and learner-related factors
Computers in Human Behavior
Computers in Human Behavior
Group awareness tools: It's what you do with it that matters
Computers in Human Behavior
Tool-use in a blended undergraduate course: In Search of user profiles
Computers & Education
Review: Content Management Systems: Enriched learning opportunities for all?
Computers in Human Behavior
Who does what in a massive open online course?
Communications of the ACM
Expertise estimation based on simple multimodal features
Proceedings of the 15th ACM on International conference on multimodal interaction
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A variety of learner variables have been asserted to affect learners' tool-usage behaviour. However, direct empirical evidence on which learner variables influence tool-usage behaviour and how is limited. In order to better understand the impact of learner variables on tool use, the current study investigates the relationships between learner variables, the quantitative aspects of tool-usage behaviour and its outcome (i.e., performance). More specifically, the focus is on how the variation in tool use is related to prior knowledge and goal orientation and how this variation affects performance. Tool-use data were extracted from log-file data collected in an open-ended learning environment [Clarebout, G. (2005). The enhancement of optimal tool use in open learning environments (Doctoral dissertation). Katholieke universiteit Leuven, Leuven.]. Results partly revealed the hypothesized relationships between learner variables, tool-usage behaviour (the proportion of time spent on tools) and performance. The results suggest that in order to have a more thorough understanding of the relationships between learner variables, tool-usage behaviour and learning outcomes, log-file data may need to be complemented with direct observations to acknowledge the qualitative aspects of the tool-usage behaviour (i.e., mixed method approach).