DI-PS significantly outperformed PS-DI on the two supplier-reasoning problem-solving criteria (d = .60 and d = .64)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 The DI-PS group significantly outperformed the PS-DI group in arguing for or against the specific suppliers, with large effect sizes on both reasoning criteria. → 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 · i2 · causal · r2

T-tests on problem-solving performance sub-categories in the supplier selection scenario, scored by two trained raters (average ICC of .83). The evaluation criteria '3.2 correct reasoning supplier 1' and '3.3 correct reasoning Supplier 2' showed "significant differences (p = .01 and p = .01, respectively)" with d = .60 and d = .64 favouring DI-PS.

"We found significant differences (p = .01 and p = .01, respectively) and large effect sizes (d = .60 and d = .64 respectively). This means that the DI-PS group significantly outperformed the PS-DI in arguing for or against the specific suppliers."

Discussion¶

Related Claims¶

• PS-DI learners consulted the reference book on supplier selection procedure far more often than DI-PS learners (d = .83) — related
• Overall problem-solving performance did not differ significantly between DI-PS and PS-DI (p = .08) — related
• Productive failure before instruction outperforms instruction followed by problem-solving — a broader claim this one bears on
• PF students scored significantly higher than DI students on near transfer (butterfly effect problem) — related
• For introductory biology students with low topic-specific prior knowledge, problem-solving-first (PS-I) outperformed instruction-first (I-PS) on a near-transfer test — related
• In Experiment 2, I-PS students outperformed PS-I students on problem-solving, idea generation, and embedded video quizzes — related
• Productive Failure Improves Conceptual Learning — a broader claim this one bears on
• CPS students proposed better problem-solving solutions and allocated more time to solutions, evidence-based reasoning, and simulation/data recording than IPS students — related
• Log-based behaviours predicted problem-solving performance in the DI-PS group but hardly explained knowledge acquisition in either group — related