Most students' self-regulated task selections match instructional design principles, with the simple-to-complex principle least often fully applied¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 80.9% of students scored 4 or higher out of 5 on adherence to the five instructional design principles, with the example-based-learning, example-first, and lowest-level-first principles matched by most students and the simple-to-complex principle fully matched by only half. → 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 · r2

Scoring of each participant's six task selections against five instructional design principles (maximum 5 points; ICC 0.96) in the same sample. The article reports 80.9% scored 4 or higher, and that only half of participants' choices aligned with the simple-to-complex principle entirely.

"the majority of the students (80.9%) had a total score of 4 or higher (out of 5), which means that their choices matched with (almost all of) the principles."

Discussion¶

Related Claims¶

• 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 — related
• Total adherence to instructional design principles does not correlate with learning outcomes, mental effort, or motivational variables — related
• Individual instructional design principles show small correlations with self-efficacy, mental effort, and transfer performance — related
• Students' actual task selections deviate about half a difficulty level and half a support level from SRLTS model-based selections — related