Title: Compensation mechanisms when interacting with learning aids
Authors: Clarebout, Geraldine ×
Horz, Holger
Elen, Jan
Schnotz, Wolfgang #
Issue Date: 2011
Publisher: Sciedu Press
Series Title: World Journal of Education vol:1 issue:1 pages:119-128
Abstract: Learning environments commonly offer aids to address learners’ lack of knowledge or skills. However, learners are not or sub-optimally using these aids when these are non-embedded or segregated (Aleven, Stahl, Schworm, Fischer, & Wallace, 2003; Clarebout& Elen, 2006). This lack of optimal usage has been related to variables as self-regulation and prior knowledge (e.g., Hill &Hannafin, 2001; Land, 2000). Given this relationshipbetween learning aid usage and prior knowledge and self-regulation, we focused in this study upon the interaction between these two learner variables and the embeddedness of learning aids (embedded – segregated). Fifty-seven university students randomly assigned to two conditions participated. Results indicate that segregating learning aids is beneficial for learners with high prior knowledge and low self-regulation skills, as well as for learners with low prior knowledge and high self-regulation skills. This result reveals the compensatory relationship between domain-specific prior knowledge and domain-general regulation skills.
ISSN: 1925-0746
Publication status: published
KU Leuven publication type: AT
Appears in Collections:Education and Training
Faculty of Psychology and Educational Sciences, Campus Kulak Kortrijk – miscellaneous
× corresponding author
# (joint) last author

Files in This Item:
File Description Status SizeFormat
107.pdf Published 201KbAdobe PDFView/Open Request a copy

These files are only available to some KU Leuven Association staff members


All items in Lirias are protected by copyright, with all rights reserved.