While using on-demand help features effectively in interactive learning environments has proven to have a positive effect on learning outcomes, most students are not using these features effectively. In a review of literature, the following factors were found to affect the use of on-demand help features: (a) a wide array of learning traits and habits possessed by students; (b) the design of on-demand help features, including the teaching and learning processes used as a framework; and (c) the instructional approaches used. Conclusions and recommendations for future research are given.