Log-based behaviours predicted problem-solving performance in the DI-PS group but hardly explained knowledge acquisition in either group¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2 · i0 negligible
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Note-taking and calculations in both spreadsheets emerged as statistically significant predictors of problem-solving performance for the DI-PS group. → Sabrina Ludwig 2026 q2 i0 The behavioural predictors explained neither conceptual nor procedural knowledge acquisition in either group; for procedural knowledge in PS-DI, spreadsheet price calculation was the only predictor. → 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

q2 · i? · causal · r2

Multiple regression analyses relating log-derived behavioural indicators to problem-solving performance and knowledge gains per group. For DI-PS problem-solving performance, "note-taking' (p = .049)" and both spreadsheet calculations were significant predictors.

"Notably, the factors 'note-taking' (p = .049) and calculations in both spreadsheets 'Price calculation' and 'Decision Table' (p = .026 and p = .001) emerged as statistically significant predictors, indicating their noteworthy influence on problem-solving for group DI-PS"

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

q2 · i0 · causal · r2

Regression models for knowledge acquisition showed the predictors "hardly explained the variance in the learning outcomes"; for procedural knowledge, spreadsheet price calculation was the only predictor, and only for group PS-DI.

"Regarding conceptual knowledge, no predictor had a significant effect on problem solving or the learning outcomes in both groups."

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
• Instructional design and preferences interacted in predicting knowledge: DI-PS assignment and DI-PS preference were negatively associated with conceptual knowledge gain — related
• DI-PS significantly outperformed PS-DI on the two supplier-reasoning problem-solving criteria (d = .60 and d = .64) — related
• PS-DI learners reported higher intrinsic in-scenario cognitive load during problem solving (d = .53) — related