Total adherence to instructional design principles does not correlate with learning outcomes, mental effort, or motivational variables¶

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? Total scores of how well students' task selections matched the principles did not correlate with any of the cognitive or motivational variables, though some individual principles showed small significant correlations. → 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

Pearson correlation analysis in the same sample between total principle-adherence scores and cognitive variables (isomorphic, transfer, conceptual performance; mental effort) and motivational variables (self-efficacy, perceived competence, topic interest). No correlation reached significance for total scores.

"total scores of how well students task selections matched with the principles did not correlate with any of the cognitive or motivational variables."

Discussion¶

Related Claims¶

• Individual instructional design principles show small correlations with self-efficacy, mental effort, and transfer performance — a narrower finding that bears on this claim
• Most students' self-regulated task selections match instructional design principles, with the simple-to-complex principle least often fully applied — related
• Effort investment is driven differently in CLT (data-driven, task difficulty) versus SRL theories (goal-driven, motivation) — related
• Motivational processes are proposed to be instrumental for essential as well as generative processing — related