Research provides ample evidence that students rarely or often inadequately use instructional interventions in learning environments. This lack of use becomes especially problematic in open learning environments, where students have a large amount of control over tool use. In this contribution it is studied whether advice on the use of tools can help to increase the use of tools by students. This question was addressed in an experimental study with two experimental conditions and a control group. The first experimental group received random advice, the second experimental group received adapted advice and the control group received no advice. Results show that the advice alters the pattern of tool use, and that the students in the adapted advice condition are more inclined to follow up advice. Unexpectedly, these results are not moderated by students' conceptions about the functionality of the tools. (Contains 1 figure, 5 tables and 2 notes.)