Overall problem-solving performance did not differ significantly between DI-PS and PS-DI (p = .08)¶

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

Subclaims¶

q3 i? The DI-PS group obtained a higher average total problem-solving performance than the PS-DI group, but the difference was not statistically significant. → 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 · i? · causal · r2

T-test on total problem-solving performance (maximum 31 credits) in the 40-min problem-based supplier selection scenario. The DI-PS group scored "MDI-PS = 22.13 vs. MPS-DI = 19.24", a non-significant difference (p = .08); equivalence was not tested.

"the DI-PS group obtained a higher average problem-solving performance in the problem-solving scenario than the PS-DI group (MDI-PS = 22.13 vs. MPS-DI = 19.24). However, the t-test revealed no significance (p = .08)."

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

Related Claims¶

• DI-PS significantly outperformed PS-DI on the two supplier-reasoning problem-solving criteria (d = .60 and d = .64) — related
• Log-based behaviours predicted problem-solving performance in the DI-PS group but hardly explained knowledge acquisition in either group — related
• PS-DI learners reported higher intrinsic in-scenario cognitive load during problem solving (d = .53) — related
• PS-DI learners consulted the reference book on supplier selection procedure far more often than DI-PS learners (d = .83) — related
• Productive failure before instruction outperforms instruction followed by problem-solving — related