In PS-I, prompting students to generate multiple strategies during the initial phase generally outperformed inventing one strategy or I-PS¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Velić and DeCaro (2025) found students prompted to generate multiple strategies during the initial PS-I phase generally outperformed the other conditions, with strategy-generation data suggesting the prompt promoted sense-making. → Katharina Loibl 2025

Evidence¶

Katharina Loibl 2025¶

Katharina Loibl, Valentina Nachtigall, Timo Leuders. (2025). Advances in research on composite instructional designs – investigating intermediate knowledge and preparation effects. Instructional Science. https://doi.org/10.1007/s11251-025-09751-6

q2 · i? · review · r2

The editorial reports, citing Velić and DeCaro (2025), a study comparing prompts to generate multiple strategies or invent one solution in PS-I against I-PS; the multiple-strategies prompt "generally outperformed the other conditions". No effect size is printed.

"Students with the prompt to generate multiple strategies during the initial learning phase of PS-I generally outperformed the other conditions. Data on the students’ generation of strategies suggest that this prompt promoted sense-making"

Discussion¶

Related Claims¶

• Productive Failure Improves Conceptual Learning — related
• In Experiment 1, I-PS students solved the initial problem better but PS-I students learned more from the subsequent instructional video — related
• In Experiment 2, I-PS students outperformed PS-I students on problem-solving, idea generation, and embedded video quizzes — related
• PS-I research demonstrates beneficial effects on conceptual knowledge and knowledge transfer relative to I-PS — a broader claim this one bears on
• PS-I instructional designs can improve conceptual understanding and transfer when design principles are met — a broader claim this one bears on