The multiple effects of combined tools in computer-based learning environments

Research has repeatedly established that the theoretical benefits of support devices, also addressed as tools, in computer-based learning environments (CBLEs) do not match their actual impact on performance. This study investigated the effectiveness and the use of tools in a CBLE. The impact of combined tools (concept maps and adjunct questions), tool-related characteristics (tool delivery mode: non-/embedded tool), tool advice (non-/explained tool functionality) and learner-related characteristics (prior knowledge, self-efficacy, goal orientation, perceptions and self-regulation) on the quantity and quality of tool use was analyzed. The effects of tool use on performance were also studied. One hundred and eighty-two participants were randomly assigned to one out of five conditions (embedded with and without explanation of tool functionality; non-embedded with and without explanation of tool functionality and a control condition). The results revealed that the tools were functional: Learners in the experimental groups did better in the performance test than the learners in the control group. Specifically, learners in the non-embedded conditions and with the explanation of the tool performed better than the control condition. Furthermore, learners in the embedded conditions spent significantly more time on both tools. The time spent on the tools decreased in learners with high performance avoidance levels (goal orientation) and tool usability perceptions, but increased in learners with high critical thinking (self-regulation skill). Consecutively, the time spent on the tools influenced performance positively. These findings are discussed in terms of their implications for further research on tool use.