Interacting with hypertext: a meta-analysis of experimental studies
Human-Computer Interaction
Benefits of inserting support devices in electronic learning environments
Computers in Human Behavior
The surplus value of an authentic learning environment
Computers in Human Behavior
Designing Hypermedia for Learning
Designing Hypermedia for Learning
The use of support devices in electronic learning environments
Computers in Human Behavior
Trends and issues of regulative support use during inquiry learning: Patterns from three studies
Computers in Human Behavior
Benefits of inserting support devices in electronic learning environments
Computers in Human Behavior
Review: Integrating cognitive load theory and concepts of human-computer interaction
Computers in Human Behavior
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Learners often neglect support (glossaries, help sites etc.) in computer-based learning environments since they experience it as an unrelated add-on. We assumed that prompts presenting situated instructional support would lead to an increased use of help sites and glossary. Further it was assumed that situated instructional support would lead to a higher cognitive load of learners, which causes differential learning outcomes depending on learners' general domain knowledge. To scrutinise the differential effect of situated instructional prompts we conducted an experiment with 69 students (undergraduates vs. graduates). Students learned either with a learning environment with or without prompts. As expected, learning with prompts resulted in an increased support usage. Furthermore, two interaction effects occurred. (1) Graduates learned slightly better with a program including prompts whereas undergraduates performed better without prompts. (2) Undergraduates stated a higher perceived cognitive load if they learned with a program with situated instructional prompts. In the group of graduates no differences occurred concerning the perceived cognitive load. The results are interpreted within the framework of cognitive load theory.