Help-seeking in interactive learning environments: effectiveness of help and learner-related factors in a dyadic setting

Abstract

Offering help functions is a standard feature of computer-based interactive learning environments (ILE). Nevertheless, the effectiveness of learners' use of help facilities has been subject to extensive debate. Recent research indicates an inefficient use or even ignorance of help functions. In this paper the issues of effectiveness of help and the impact of learner-related factors are addressed in an ILE for plant identification. We report first explorative data from a regular university course in plant identification. Students worked in a dyadic setting. The effects of two different types of help facilities (context-sensitive help and glossary function) on task performance in plant identification are analyzed. In addition, a broad set of potential learner-related factors is explored with respect to their effects on help-seeking in dyads, including prior knowledge, motivational orientation, interest, self-estimated competence, and epistemological beliefs. Results yield a positive effect of help-seeking on task performance. In addition, most learner-related factors affect help-seeking behavior and performance. The results are discussed with respect to their implications for future research on help-seeking in ILE.