Instructional design and preferences interacted in predicting knowledge: DI-PS assignment and DI-PS preference were negatively associated with conceptual knowledge gain¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The ANCOVA on conceptual knowledge showed a significant combined effect, with a negative beta-coefficient of .19 for DI-PS assignment and -.21 for preferences towards DI-PS. → Sabrina Ludwig 2026 q3 i? For procedural knowledge, the design-by-preference interaction was significant (p = .01), with a positive beta-coefficient of .03 suggesting procedural knowledge acquisition increases when receiving the preferred design. → Sabrina Ludwig 2026 (2)

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

ANCOVA on conceptual knowledge acquisition with instructional preferences as covariate (Table 6; n = 77). The design effect showed "a negative relationship" (beta .19, p = .09), preferences for DI-PS beta -.21 (p = .05), and a significant interaction (p = .04, beta .09).

"The beta-coefficient of .19 indicates a negative relationship, meaning that the DI-PS group may be associated with a decrease in conceptual knowledge compared to the PS-DI group."

Sabrina Ludwig 2026 (2)¶

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

ANCOVA on procedural knowledge acquisition with instructional preferences as covariate (Table 7; n = 59). The design-by-preference interaction was significant at p = .01; the design main effect (p = .12) and preference main effect (p = .43) were not significant.

"The positive beta-coefficient of .03 implies that procedural knowledge acquisition increases when receiving the preferred instructional design."

Discussion¶

Related Claims¶

• Learners in both sequencing conditions predominantly preferred and were satisfied with DI-PS sequencing — related
• Both sequencing groups improved in conceptual and procedural knowledge, with no significant group-by-time interaction — related
• Log-based behaviours predicted problem-solving performance in the DI-PS group but hardly explained knowledge acquisition in either group — related