Computer-supported learning tools: A bi-circular bi-directional framework

The paper proposes a psychological framework aimed at integrating software developers’ and teachers’ opinions about computer-supported learning tools (CSLT) with learners’ beliefs. The framework highlights how a mental model of CSLT modulates the needs and goals that motivate the use of technical instructional devices, the ways in which they are used, and the expected outcomes. The framework goes beyond a simplistic conception of the relationships between the CSLT and their effects. It stresses the importance of subjective representations and describes the network of causal relationships connecting the features of the CSLT, the user's beliefs, and the user's behaviours. The framework shows that the implementation of the CSLT is influenced by the user's mental model and that representations can change as a consequence of the use of the CSLT. The framework has implications for applied issues, suggesting a possible way to respond to a request to intervene and support an institution's attempt to introduce CSLT in training activities. In fact, the framework invites educators to clarify their tacit assumptions about CSLT and to consider trainees’ opinions; it encourages tool developers, teachers, and students to exchange their opinions in order to reach a shared conception of why and how to employ the CSLT.