Learner control in computer-based instruction: a current literature review
Educational Technology
Visualization of agreement and discussion processes during computer-supported collaborative learning
Computers in Human Behavior
Computers in Human Behavior
Differential benefits of situated instructional prompts
Computers in Human Behavior
Tool use in computer-based learning environments: towards a research framework
Computers in Human Behavior
The use of support devices in electronic learning environments
Computers in Human Behavior
Differential benefits of situated instructional prompts
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
Why advice on task selection may hamper learning in on-demand education
Computers in Human Behavior
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Research on support device-usage reveals that support devices are seldom used, and if used often in an inadequate way such that it is no longer a learning opportunity [Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help seeking and help design in interactive learning environments. Review of Educational Research,73, 277-320; Clarebout, G., & Elen, J. (2006). Tool use in computer-based learning environments: Towards a research framework. Computers in Human Behavior,22, 389-411.]. In view of establishing a solid research agenda on the optimization of the use of instructional interventions and support devices, this article discusses three experimental studies, each dealing with different aspects of support device use. In a first study, the impact on support device use of different types and numbers of adjunct aids was investigated. In a second study, the influence of advice on support device use in an open learning environment is studied, while also considering various learner related variables. A third study addresses the use of support devices in a text-based environment. The results of the three studies reveal that the amount of support device usage is limited and that even advice on the use of the support device cannot always enhance this use. Studies 1 and 2 revealed that the type of support devices influenced the amount of usage. With respect to learner characteristics, studies 2 and 3 revealed no significant effect of self regulation. Students' mastery orientation on the other hand did influence the support device usage. Reasons for the low usage of support devices are addressed in the discussion.