Abstract
The phenomenon of sub optimal or no use of support device has been recognized in literature. One of the assumptions is that learners’ self regulation skills are related to making optimal choices in learning environments, i.e. choices that are beneficial for their learning. In this contribution it is investigated whether embedding support devices may provide a solution to the sub optimal or no use of support devices and whether this is related to learners’ self regulation skills. Sixty students participated, randomly divided in a condition where the use of support devices was obligatory (embedded) and a condition where the use of support device was optional (non-embedded). Results reveal that in the embedded group, students used more and spent proportionally more time on the use of support devices. The quality of use differed only for one support device, in favor of the nonembedded group. No effects could be found for self-regulation.
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