Evaluation of two types of online help for application software

A recent trend in application software design is to extend online help systems in order to support exploratory and self‐paced learning. Two different information formats, lists of action steps that have to be taken to achieve a goal (operative help) and explanations about how a function works (function‐oriented help), were evaluated to assess their effects on learning performance. In two experiments, adult computer novices (N = 60 and N = 20) learned to use experimental graphics software by task‐based exploration. After one half of the tasks, the type of tasks changed so that the acquired action schema could no longer be applied. Results indicated that participants who had access to function‐oriented help were coping more successfully with the schema change than participants who received operative help. The relevance to the design of software training and online help systems is discussed.