Learner control in computer-based instruction: a current literature review
Educational Technology
Learning tools with hypertext: an experiment
PEG 91 Selected papers of the sixth international annual conference of the PEG group on Knowledge based environments for teaching and learning
Computers as Cognitive Tools
Promoting self-regulated learning in web-based learning environments
Computers in Human Behavior
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
Effects of a metacognitive support device in learning environments
Computers in Human Behavior
Benefits of inserting support devices in electronic learning environments
Computers in Human Behavior
Assessing the Quality of a Web-based Learning System for Nurses
Journal of Medical Systems
The Effects of a Pedagogical Agent in an Open Learning Environment
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
SpringSim '10 Proceedings of the 2010 Spring Simulation Multiconference
Group awareness tools: It's what you do with it that matters
Computers in Human Behavior
Review: Content Management Systems: Enriched learning opportunities for all?
Computers in Human Behavior
Computers in Human Behavior
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Computer-based learning environments often confront learners with a number of tools, i.e. non-embedded support devices. Such environments assume learners to be good judges of their own learning needs. However, research indicates that students do not always make adequate choices for their learning process. This especially becomes an issue with the use of open learning environments, which are assumed to foster the acquisition of complex problem solving skills. Such open learning environments offer students tools to support their learning. Consequently, it is needed to understand factors that influence tool use and acquire insight in learning effects of tool use. Both issues are addressed in this contribution. A review of the existing literature has been undertaken by performing a search on the Web of Science and the PsycInfo database. Results indicate that there is some evidence for learner, tool and task characteristics to influence tool use. No clear indication was found for a learning effect of tool use. The conclusion proposes a research framework for the systematic study of tools.