Programming tutorials are self-regulated learning activities where students are responsible for their own work pace and learning experience. They are working on programming assignments under supervision of teaching assistants (TAs), where help seeking is an essential skill. Especially, the ability to formulate specific questions contributes to higher test results. In addition, the likelihood of seeking help can be increased by electronic measures, as it is perceived as less threatening. During programming tutorials at the University of Twente the queue management system TA-help.me is used. In order to improve the quality of the learning process, this system was expanded by the following features: 1. Students had to choose a category to which their question belongs. 2. Students had to formulate their question or select a previously asked question. The extentions resulted from a Creative Technology Design process. For evaluation, quantitative data were gathered to measure the quality of the help seeking of students and the acceptance of the tool. Furthermore, TAs were interviewed to check if the tool improved the efficiency and quality of the help seeking and giving. The data indicate that the amount of improvident help seeking reduced, the categories were perceived as useful by the students. Furthermore, adding categories to the questions offered the TAs the opportunity to select topics and to spread their attention more effectively. Typing out the questions did, however, not increase the amount of more specific questions asked. Future research includes how to guide students to ask better questions
