Association for Educational Communications and Technology
Educational Technology Research and Development vol:58 issue:5 pages:573-587
The current study investigated whether embedding support may provide a solution to learners’ sub optimal use of support in learning environments and whether this is related to learners’ self-regulation skills and goal orientation. Sixty students were divided in a condition where support was embedded and a condition where support was not embedded. Results reveal that the embedded group used more support and spent more time on doing so. The quality of support use differed for one support device only, with higher quality use in the non-embedded group. An interaction with self-regulation was found. High self-regulators used the support devices less optimally when support was embedded. No conclusions could be drawn with respect to goal orientation. Quality of usage and proportional time spent on support influenced learning outcomes positively.