Abstract
Starting from Perkins’ (1985) framework, this study addresses tool use in a computerbased learning environment. In line with Perkins, first the effects of tool use on performance were investigated to gain insight into the functionality of the tools. Next, the influence of advice was studied to identify whether this advice could make students more knowledgeable with respect to the tools, and hence encourage them to make more (adequate) use of the tools. A third research question addressed learner related variables. The influence of metacognitive skills, goal orientation, and instructional conceptions on students’ tool use was investigated. An experimental design was used to address these research questions with one control group and two experimental groups, one with advice and one without advice. Results reveal that the tools were functional, the two experimental groups outperformed the control group. With respect to advice, the group of students receiving advice used tools more frequently and spent more time on their use. Finally, the study reveals mastery orientation to be an important variable. The more students are mastery oriented, the less they use tools.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Notes
Nederkoorn et al. (2006).
Frankrijk bindt strijd aan tegen obesitas. Zwaarlijvigheid is geen Frans taboe meer. [France fights obesity: Corpulence is no longer a French taboo]: (2006, January 27). De Morgen.
References
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. doi:10.3102/00346543073003277.
Bandura, A. (1977). Social learning theory. New York: General Learning Press.
Carrier, C., Davidson, G., Williams, M., & Kalweit, C. M. (1986). Instructional options and encouragement effects in a micro-computer concept lesson. The Journal of Educational Research, 79, 222–229.
Clarebout, G., & Elen, J. (2006). Tool use in computer-based learning environments. Computers in Human Behavior, 22, 389–411. doi:10.1016/j.chb.2004.09.007.
Clarebout, G., & Elen, J. (2008). Advise on tool use in open learning environments. Journal of Educational Multimedia and Hypermedia, 17(1), 81–97.
Clarebout, G., Sarfo, F. K., & Elen, J. (2004a). Measuring instructional conceptions with the ICON-questionnaire (internal report). Leuven, BE: Center for Instructional Psychology and Technology.
Clarebout, G., Elen, J., Lowyck, J., Van den Ende, J., & Van den Enden, E. (2004b). KABISA: Evaluation of an open learning environment. In A.-M. Armstrong (Ed.), Instructional design in the real world. A view from the trenches (pp. 119–135). Hershey: Information Science Publishing.
Clark, R. E. (1990). When teaching kills learning: Research on mathematics. In H. Mandl, E. De Corte, N. Bennett, & H. F. Friedrich (Eds.), European research in an international context: Learning and instruction (Vol. 2, pp. 1–22). Oxford, NY: Pergamon Press.
Clark, R. E., & Estes, F. (2002). Turning research into results: A guide to selecting the right performance solutions. Atlanta, GA: CEP Press.
Davis, F. D., Bagozzi, R. P., & Warshow, (1989). User acceptance of computer technology. A comparison of two theoretical models. Management Science, 35, 982–1003.
Elen, J., & Clarebout, G. (2006). The use of instructional interventions: Lean learning environments as a solution for a design problem. In J. Elen & R. E. Clark (Eds.), Handling complexity in learning environments: Research and theory (pp. 185–200). Amsterdam: Elsevier.
Elen, J., Lowyck, J., & Proost, K. (1996). Design of telematic learning environments: A cognitive mediational view. Educational Research and Evaluation. An International Journal on Theory and Practice, 2, 213–230.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189. doi:10.1207/s15326985ep3403_3.
Gräsel, C., Fischer, F., & Mandl, H. (2001). The use of additional information in problem-oriented learning environments. Learning Environments Research, 3, 287–325. doi:10.1023/A:1011421732004.
Greene, B. A., & Land, S. M. (2000). A qualitative analysis of scaffolding use in a resource-based learning environment involving the world wide web. Journal of Educational Computing Research, 23, 151–179. doi:10.2190/1GUB-8UE9-NW80-CQAD.
Hannafin, M. J., Hall, C., Land, S., & Hill, J. (1994). Learning in open-ended learning environments: Assumptions, methods and implications. Educational Technology, 34(10), 48–55.
Hill, J. R., & Hannafin, M. J. (2001). Teaching and learning in digital environments: The resurgence of resource-based learning. Educational Technology Research and Development, 45(1), 65–94.
Kester, L. (2003). Timing of information presentation and the acquisition of complex skills. Doctoral dissertation, Heerlen, NL: Open University.
Kim, C., & Keller, J. M. (2008). Effects of motivational and volitional email messages (MVEM) with personal messages on undergraduate students’ motivation, study habits and achievement. British Journal of Educational Technology, 39, 36–51. doi:10.1111/j.1467-8535.2007.00751.x.
Land, S. M. (2000). Cognitive requirements for learning with open-learning environments. Educational Technology Research and Development, 48(3), 61–78. doi:10.1007/BF02319858.
Lee, Y. B., & Lehman, J. D. (1993). Instructional cueing in hypermedia: A study with active and passive learners. Journal of Educational Multimedia and Hypermedia, 2(1), 25–37.
Lowyck, J., Elen, J., & Clarebout, G. (2004). Instructional conceptions: Analysis from an instructional design perspective. International Journal of Educational Research, 41(6), 429–444. doi:10.1016/j.ijer.2005.08.010.
Nederkoorn, C., Guerrieri, R., & Jansen, A. (2006). Leven in Luilekkerland [Living in wonderland]. De Psycholoog, 41(1), 10–16.
Newman, R. S. (1998). Adaptive help seeking: A role of social interaction in self-regulated learning. In S. A. Karabenick (Ed.), Help-seeking strategies. Implications for learning and teaching (pp. 13–37). Mahwah, NJ: Lawrence Erlbaum.
Newman, R. S., & Goldin, L. (1990). Children’s reluctance to seek help with schoolwork. Journal of Educational Psychology, 82, 92–100. doi:10.1037/0022-0663.82.1.92.
Perkins, D. N. (1985). The fingertip effect: How information-processing technology shapes thinking. Educational Researcher, 14, 11–17.
Relan, A. (1995). Promoting better choices: Effect of strategy training on achievement and choice behaviour in learning controlled computer-based instruction. Journal of Educational Computing Research, 13, 129–149. doi:10.2190/XFM5-1FUT-4UBB-R64K.
Roll, I., Baker, R. S., Aleven, V., McLaren, B. M., & Koedinger, K. R. (2005). Modeling students’ metacognitive errors in two intelligent tutoring systems. In L. Adrissono, P. Brna, & A. Mitrovic (Eds.), User modelling 2005 (pp. 379–388). Berlin: Springer-Verlag.
Ryan, A. M., Gheen, M. H., & Midgley, C. (1998). Why do some students avoid asking for help? An examination of the interplay among students’ academic efficacy, teachers’ social-emotional role, and the classroom goal structure. Journal of Educational Psychology, 90, 528–535. doi:10.1037/0022-0663.90.3.528.
Ryan, A. M., Pintrich, P. R., & Midgley, C. (2001). Avoiding seeking help in classroom: Who and why? Educational Psychology Review, 13(2), 93–114. doi:10.1023/A:1009013420053.
Sarfo, F. K., & Elen, J. (2008). The moderating effect of instructional conceptions on the effect of powerful learning environments. Instructional Science, 36, 137–154.
Veenman, M. V. J. (2005). The assessment of metacognitive skills: What can be learned from multi-method design? In B. Moschner & C. Artelt (Eds.), Lernstrategien und Metakognition: Implikationen für Forschung und Praxis (pp. 75–97). Berlin: Waxmann.
Vermunt, J. (1992). Leerstijlen en sturen van leerprocessen in het hoger onderwijs: Naar procesgerichte instructie en zelfstandig denken [Learning styles and coaching learning processes in Higher Education]. Lisse, NL: Swets & Zeitlinger.
Winne, P. H. (1985). Steps towards cognitive achievements. Journal of Elementary School Journal, 85, 673–693. doi:10.1086/461429.
Winne, P. H. (2004). Students’ calibration of knowledge and learning processes: Implications for designing powerful software learning environments. International Journal of Educational Research, 41, 466–488. doi:10.1016/j.ijer.2005.08.012.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Clarebout, G., Elen, J. The complexity of tool use in computer-based learning environments. Instr Sci 37, 475–486 (2009). https://doi.org/10.1007/s11251-008-9068-3
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11251-008-9068-3