Learners in both sequencing conditions predominantly preferred and were satisfied with DI-PS sequencing¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 80% of the DI-PS group and 83% of the PS-DI group stated they (would have) preferred DI-PS, and the DI-PS group reported higher retrospective satisfaction with the instructional design. → 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

q2 · i? · causal · r2

Instructional preference measured with a 13-item scale (Cronbach's alpha .74) in the initial questionnaire and a single retrospective satisfaction item in the final questionnaire. Both groups "show an instructional preference towards DI-PS" (M 2.61 vs 2.72, p = .31, d = .11).

"In line with the instructional preferences surveyed at the beginning, 80 % of the DI-PS group and 83 % of the PS-DI group stated that they (would have) preferred DI-PS."

Discussion¶

Related Claims¶

• Instructional design and preferences interacted in predicting knowledge: DI-PS assignment and DI-PS preference were negatively associated with conceptual knowledge gain — related
• PS-DI learners consulted the reference book on supplier selection procedure far more often than DI-PS learners (d = .83) — related