Both sequencing groups improved in conceptual and procedural knowledge, with no significant group-by-time interaction¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? A mixed ANOVA showed significant pre-to-post gains within both groups for conceptual and procedural knowledge, but the group-by-time interaction was not significant. → Sabrina Ludwig 2026
q3 i1 The between-groups effect on conceptual knowledge gain was significant at p = .05 with partial eta-squared of .049, favouring PS-DI descriptively. → Sabrina Ludwig 2026
Evidence¶
Sabrina Ludwig 2026¶
Sabrina Ludwig, Andreas Rausch, Michelle Taub. (2026). Effects of instructional design, instructional preferences, and cognitive load on problem solving and knowledge acquisition in a computer-based office simulation. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2025.102255
q3 · i? · causal · r2
Mixed ANOVA on pre-post gain scores (12 items per test; KR-20 of .57 pre-test and .50 post-test). Both groups improved; the conceptual knowledge between-group effect reached p = .05 with partial eta-squared = .049, and "An interaction effect was also present but was not significant".
"A mixed ANOVA reveals significant differences between pre- and post-tests within the groups meaning that both groups have a positive learning outcome through the applied treatments (learning material)."
Discussion¶
Related Claims¶
- CREATE does not produce a significant immediate interaction effect on flexibility, though the experimental group improved pre-to-post — related
- Tutors showed significant pre-to-post gains in both conceptual knowledge and procedural skill after teaching with adaptive follow-up questioning — related
- Solomon four-group pilot found significant pre-post gains from EPIGAME play with no testing effects and no pretest-by-treatment interaction — related
- On the physics conceptual test, both teachers' students improved significantly, with a significant teacher-by-time interaction in which Mrs. Lewis's students overcame a lower pre-test disadvantage by post-test — related
- Instructional design and preferences interacted in predicting knowledge: DI-PS assignment and DI-PS preference were negatively associated with conceptual knowledge gain — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
both-groups-improved-knowledge-no-sequencing-interaction |
title |
Both sequencing groups improved in conceptual and procedural knowledge, with no significant group-by-time interaction |
description |
Both sequencing groups improved in conceptual and procedural knowledge, with no significant group-by-time interaction |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sabrina-ludwig-2026 |
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