Abstract The purpose of this study was to investigate the use of an automated design tool by naive, novice, and expert instructional designers. A talk-aloud protocol, attitude survey, performance assessment, and direct observation were used to gather data. While the expert designers used the tool, they used it as a word processor with a rich database of instructional strategies. The novice designers relied on the tool for advice, guidance, and assistance in completing all the design tasks. Non-designers used the tool for learning about design. The novice designer is likely to gain more benefit from using the tool than a nai¨ve or expert designer. Novice designers can use the tool to reinforce their prior knowledge as well as filling in any gaps in the knowledge of the design process. Based on this study, we might expect the use of an automated tool to diminish as the designer gains experience. Non-designers should probably be trained on instructional design tasks prior to exposure to automated instructional design tools.