One click away is too far! How the presentation of cognitive learning aids influences their use in multimedia learning environments

• The usability of a multimedia learning environment was systematically improved.
• Current models of help-seeking were used to investigate the use of learning aids.
• The obvious presentation of learning aids significantly increases their use.

In an experimental study, we investigated how the presentation of cognitive learning aids, as well as the availability of self-monitoring questions affect the frequency of use of cognitive learning aids in a multimedia learning environment. The learning aids were presented either dynamically, statically, or they were initially collapsed and the students had to activate them by clicking on a button. The comparability of all three versions of the multimedia learning environment was assured by means of repeated usability testing. Self-monitoring questions were either presented to the learners or not. A total of 60 undergraduate students participated in the study. Their activities in the learning environment, together with their eye movements were recorded. The students took advantage of the learning aids most when they were dynamically presented, less when they were statically presented, and least when they were presented in a collapsed form. The differences in use of the learning aids were statistically significant with large effect sizes. The availability of self-monitoring questions had no significant effect on the use of learning aids.