The Unraveling of Tool Use: Answering the Unanswered?

From an instructional design perspective, the presence of support devices, also known as tools in computer-based learning environments (CBLEs) aims to enhance learning outcomes/performance [1]. Nevertheless, independent of the intentions behind the design of the tools, tools are value-neutral until learners use them [2]. How (in-) adequately learners use the tools affects the tools functionality and hence influences the performance [3]. However, using tools often seems an unappealing activity for learners and hence they often avoid to use the tools [4].