Abstract:
Research on the use of learning tools has brought to light variables that influence
the learner on using or not using the tools. A deeper analysis on the current
findings is attempted in this study. It adds a psychomotor task; it assesses the
actual functionality of the employed tools, and it further explores learner-related
variables that influence tool use, most importantly on perceived tool functionality
(the beliefs of learners that a certain tool would be the most optimal one). Fiftyeight learners had to build a LEGO® figure. Two tools were used: a video with
intentionally low functionality demonstrating the figure assembly, and a step-bystep guideline with pictures. Based on the tools, there were three experimental
conditions: guideline (G), video (V) both tools (GV); and one control condition
(C) without tools. To analyze the functionality of the tools, the effect of tool use
on performance was monitored at two different moments in all conditions. To
examine the perceived functionality of tools, the tool use by the learners was
monitored in the (GV) condition. Moreover, we checked for the effect of prior
knowledge, metacognition and self-efficacy on tool use in the (GV)condition.
Results revealed that the tools were functional. The (G), (V) and (GV) conditions
significantly outperformed the (C) condition, but contrary to our assumptions, the
(V) condition outperformed the other experimental conditions. Regarding
perceived functionality, all learners perceived the tools as functional, that means
all learners picked a tool. They, however, could not identify from which tool they
would benefit the most, i.e. they could not recognize the most functional tool.
Concerning the other learner-related variables, no significant effect was found.
Theoretical implications for further research are discussed. First on what kind of
tool-related variables influence tool use. Second on the effect learner-related
variables, especially perceptions, might have on using tools
