This paper examines the issue of help devices for students in hypermedia environments according to the learning context and, more precisely, according to the cognitive processes involved in that situation. The argument is based on a criticism of the level of generality of traditional help systems which are mostly concerned with user-system interaction. Three main types of learning situations are described: learning-by-doing, learning-by-instruction, learning-by-exploring and the main cognitive

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... rocesses involved in these three situations are explored. From such descriptions, specific types of help devices are discussed and some perspectives relating to the design and evaluation of educational hypermedia applications are suggested. A translated version of a paper based on one selected from Hypermédia et Apprentisages 4, Actes du quatrième colloque (eds. J-F. Rouet et B. de la Passardière). INRP et EPI, Paris.