NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1159037
Record Type: Journal
Publication Date: 2011-Apr
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1925-0746
Compensation Mechanisms When Interacting with Learning Aids
Clarebout, Geraldine; Horz, Holger; Elen, Jan; Schnotz, Wolfgang
World Journal of Education, v1 n1 p119-128 Apr 2011
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 relationship between 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.
Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A