Advances in research on composite instructional designs – investigating intermediate knowledge and preparation effects
Bibliographic Data
| ID | 9894815 |
|---|---|
| Authors | Katharina Loibl (0000-0002-1773-1913, University of Education Freiburg, corresponding author), Valentina Nachtigall (0000-0001-7593-0323, Ruhr University Bochum), Timo Leuders (0000-0002-7621-7826, University of Education Freiburg) |
| Year | 2025 |
| Volume | 53 |
| Issue | 6 |
| Pages | 1479-1484 |
| Publication date | 2025-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Instructional Science (JOURNAL) |
| Journal identifiers | ISSN: 0020-4277 • E-ISSN: 1573-1952 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11251-025-09751-6 |
| OpenAlex | W4415383484 |
| Language | EN |
| References cited | 30 |
A central phenomenon of learning is that information is encoded more effectively when it connects to learners’ prior knowledge (Schneider & Simonsmaier, 2025). Such prior knowledge is acquired through various opportunities both in classrooms and beyond, before a specific instruction. In formal learning—both in research and in practice—this process can be considered more systematically: Instruction is often deliberately structured into multiple phases, with the assumption that learning becomes more effective when later phases build directly on knowledge gained in immediately preceding phases (e.g., Fyfe et al., 2014; Loibl & Rummel, 2014a; Schwartz & Martin, 2004). Put differently, in complex instructional designs, the outcomes of one phase prepare the ground for the next phase—for example, by reducing its complexity or by sharpening its focus
Educational psychology · Instructional design · Knowledge retention · Learning theory · Phase (matter) · Phenomenon · Process (computing) · Sharpening · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning · Visual and Cognitive Learning Processes
The Knowledge‐Learning‐Instruction Framework
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning
Inventing to Prepare for Future Learning
Practicing versus inventing with contrasting cases
Knowing what you don't know makes failure productive
Productive Failure in Learning Math
Does discovery-based instruction enhance learning?
Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning
Designing for Productive Failure
When Problem Solving Followed by Instruction Works
Prior knowledge activation as preparation prior to instruction
Learning about multivariable causality with interactive simulations
When is observing failure productive? Investigating the role of solution diversity in vicarious failure
Problem-solving before instruction for learning linear algebra in university mathematics
Promoting future teachers’ pedagogical knowledge
Problem-solving prior to instructional explanations when learning javelin throwing in primary school
Investigating the order of example-problem sequences when learning experimental design and graphing competencies
Can failure be made productive also in Bayesian reasoning? A conceptual replication study
Cid
Comparing effectiveness of exploratory learning activities given before instruction
An alternative time for telling
| Citation velocity | historical |
|---|---|
| Highly cited | No |