PS-I effects did not replicate in all domains: null sequence effects in Bayesian reasoning, javelin throwing, and inquiry-skill sequencing¶

Claim · All claims
Evidence · 1 study (3 entries) · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Loibl and Leuders (2024) found no significant effects for instructional sequence or inclusion of student solutions in Bayesian reasoning, though processes mediating learning and fit to intermediate knowledge appeared relevant. → Katharina Loibl 2025 q2 i? Leukel and Loibl (2025) found all groups improved in javelin-throwing movement execution regardless of condition, with no PS-I benefit. → Katharina Loibl 2025 (2) q2 i? Ganaiem and Roll (2025) found no significant differences in learning outcomes or cognitive load across example-first, problem-first, and simultaneous conditions; prior knowledge and personal attributes played a greater role. → Katharina Loibl 2025 (3)

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 Loibl and Leuders (2024), a conceptual replication of the PS-I effect in Bayesian reasoning that "did not find significant effects for the instructional sequence" or for student solutions. No effect size is printed; equivalence was not tested.

"this replication did not find significant effects for the instructional sequence or the inclusion of student solutions in the instruction phase. However, the study supports the assumptions of the CID framework"

Katharina Loibl 2025 (2)¶

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 Leukel and Loibl (2025), an extension of PS-I to motor skill learning in primary school children; "All groups improved in movement execution, regardless of condition". No effect size is printed.

"They compared PS-I and I-PS for learning javelin throwing in primary school children. All groups improved in movement execution, regardless of condition."

Katharina Loibl 2025 (3)¶

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 Ganaiem and Roll (2025), middle-school students assigned to example-first, problem-first, or simultaneous presentation conditions for inquiry skills; "no significant differences in learning outcomes or cognitive load" were found. No effect size is printed.

"They found no significant differences in learning outcomes or cognitive load. Instead, students’ prior knowledge and personal attributes played a greater role in their performance."

Discussion¶

Related Claims¶

• In the Bayesian-reasoning problem-solving phase, most students generated only one solution attempt, far fewer than in the original variance study — related
• No significant interaction between order of phases and type of instruction on conceptual knowledge in the Bayesian-reasoning replication — a narrower finding that bears on this claim
• In a Bayesian-reasoning replication, problem-solving prior to instruction (PS-I) showed no significant advantage over instruction-first (I-PS) on conceptual knowledge — a narrower finding that bears on this claim
• No significant effect of order of phases on procedural knowledge in the Bayesian-reasoning replication — a narrower finding that bears on this claim
• PS-I sequence outperforms I-PS on conceptual knowledge only when instruction builds on student solutions — reports the opposite
• Across studies, high solution rates in the initial problem-solving phase co-occur with beneficial PS-I effects and low rates with no beneficial effects, a cross-study pattern not yet tested in a shared sample — related
• Including typical student solutions in explicit instruction showed no significant effect on conceptual knowledge in the Bayesian-reasoning replication — a narrower finding that bears on this claim
• Neither instructional sequence produced significant far-transfer effects in either experiment — a narrower finding that bears on this claim
• Primary school children improved execution of movement features but showed no improvement in javelin throwing distance across all conditions
• Adding a practice phase after instruction (PS-I + P) did not improve javelin throwing performance over PS-I alone — a narrower finding that bears on this claim
• In primary school children learning javelin throwing, PS-I did not outperform I-PS on throwing distance or movement-feature execution — a narrower finding that bears on this claim
• PS-I research demonstrates beneficial effects on conceptual knowledge and knowledge transfer relative to I-PS — reports the opposite
• PS-I effectiveness did not depend on the breadth of prior knowledge activated, but on activation of relevant prior knowledge — related
• Primary knowledge content favored learners' involvement and persistence in the training phase regardless of their personal characteristics, unlike secondary knowledge — related