文章基本信息

标题：Compensation Mechanisms when Interacting with Learning Aids
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作者：Geraldine Clarebout ; Holger Horz ; Jan Elen 等
期刊名称：World Journal of Education
印刷版ISSN：1925-0746
电子版ISSN：1925-0754
出版年度：2011
卷号：1
期号：1
页码：p119
语种：English
出版社：Sciedu Press
摘要：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.