Abstract
Many interactive learning environments (ILEs) offer on-demand help. One might expect that the help facilities would positively influence the learning outcomes of learners using ILEs. However, a number of recent studies report evidence that learners are not using the help facilities of ILEs effectively. In this paper, we present a selective review of literature that (1) examines theoretical perspectives on the role of on-demand help in ILEs (2) reviews literature on the relations between help seeking and learning in ILEs, and (3) identifies reasons for the lack of effective help use from a psychological perspective. We review the effect on help seeking of system-related factors (which relate to the design of the help system), of student-related factors (such as prior knowledge, epistemological beliefs), and of interactions between these types of factors. The literature suggests that effective help-seeking behavior in ILEs is related to better learning outcomes. The interaction between metacognitive skills and cognitive factors like prior knowledge is important for appropriate help seeking as are a potentially large space of system-related factors. The interactions among learner- and system-related factors are poorly understood, although some interesting results have emerged. We suggest directions for future research on help design and help seeking in ILEs.
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 (3), 277-320.
Many interactive learning environments (ILEs) offer on-demand help. One might expect that the help facilities would positively influence the learning outcomes of learners using ILEs. However, a number of recent studies report evidence that learners are not using the help facilities of ILEs effectively. In this paper, we present a selective review of literature that (1) examines theoretical perspectives on the role of on-demand help in ILEs (2) reviews literature on the relations between help seeking and learning in ILEs, and (3) identifies reasons for the lack of effective help use from a psychological perspective. We review the effect on help seeking of system-related factors (which relate to the design of the help system), of student-related factors (such as prior knowledge, epistemological beliefs), and of interactions between these types of factors. The literature suggests that effective help-seeking behavior in ILEs is related to better learning outcomes. The interaction between metacognitive skills and cognitive factors like prior knowledge is important for appropriate help seeking as are a potentially large space of system-related factors. The interactions among learner- and system-related factors are poorly understood, although some interesting results have emerged. We suggest directions for future research on help design and help seeking in ILEs.