Students mostly start at the lowest complexity level and move to higher levels, but many still choose level 1 tasks in the second half of learning¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The proportion of selected level 1 tasks depended on task order, decreasing as the learning phase progressed, yet almost one third of the sample still selected lowest-level tasks during the second half of the learning phase. → Milou van Harsel 2022

Evidence¶

Milou van Harsel 2022¶

Milou van Harsel, Vincent Hoogerheide, Eva Janssen, Peter Verkoeijen, Tamara van Gog. (2022). How do higher education students regulate their learning with video modeling examples, worked examples, and practice problems? Instructional Science. https://doi.org/10.1007/s11251-022-09589-2

q2 · i? · associational · r1

Chi-Squared Test on task order for complexity level among the same 147 participants (χ2(10) = 285.92, p < .001). The article also reports that "during the second half of the learning phase (i.e., learning task 4, 5, and 6), almost one third of the total sample still selected tasks at the lowest complexity level".

"Chi-Squared Tests revealed that the proportion selected lowest level tasks (i.e., level 1) depends on the order of the tasks χ 2 (10) = 285.92, p < .001, suggesting that students selected fewer level 1 tasks (and more level 2 or level 3 tasks) as the learning phase progressed."

Discussion¶

Related Claims¶

• Novice students selecting their own tasks choose more examples than practice problems, with example selection decreasing as the learning phase progresses — related
• Students start with video modeling examples but shift toward worked examples and practice problems as the learning phase progresses — related
• Most students' self-regulated task selections match instructional design principles, with the simple-to-complex principle least often fully applied — related