The multiple effects of combined tools in computer-based learning environments
Learners with high performance avoidance and perceived usability levels decreased the use of the tools. Learners with high critical thinking increased tool use. Only one of the two employed tools influenced performance positively. Time spent on tool seems to be positively related to performance. The (non-/)embeddedness of the tools and the tool advice influenced performance positively.
tools computer-based learning environments learning outcomes motivational variables metacognitive variables quantity and quality of tool use