Most surveyed teachers report accounting for learner prior knowledge and material complexity in instructional design¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change

Subclaims¶

q2 i? 85.7% of teachers agreed they take learners' prior knowledge into account when designing instructions, and 80.1% agreed they take the material's complexity into account. → Houichi 2020

Evidence¶

Houichi 2020¶

Houichi, A., & Sarnou, D. (2020). Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English. Arab World English Journal. https://dx.doi.org/10.24093/awej/vol11no4.8

q2 · i? · associational · r1

Results of the Complexity category in Table 3 (Likert-type questionnaire items). The article reports "the majority (85.7%) claimed that they take prior knowledge of the students into account" and separately that 80.1% take the material's complexity into account. No effect size is reported.

"For the first category, the majority (85.7%) claimed that they take prior knowledge of the students into account when designing instructions."

Discussion¶

Related Claims¶

• Algerian university teachers of English lack sufficient knowledge of cognitive load theory — related
• Practitioners agree that the 11 listed tasks form the core of the ID process — related
• Complex learning is lengthy, requiring instruction to account for learners' motivational states and expertise development — related
• Most surveyed teachers make small customizations to OpenSciEd materials often or daily, commonly to shorten lessons, increase engagement, support prior knowledge and increase relevance — related