Compensation Mechanisms when Interacting with Learning Aids

Geraldine Clarebout, Holger Horz, Jan Elen, Wolfgang Schnotz


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.

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World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

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