The Influence of Prior Knowledge on the Effect of Deductive and Inductive Presentation Strategies on Learning Performance

Abstract

Due to computerization, many jobs are automated by computers and complex tasks become increasingly important. When designing training for mastering complex tasks, the Four-Component Instructional Design (4C/ID) model claims that four components are needed. One of these components is supportive information. The inductive-expository principle aligns with supportive information and states that learners with little prior knowledge should first get a concrete example before the general information is presented. However, previous studies examining the influence of prior knowledge on presentation strategies are hard to find. Therefore, this study investigates the effect of presentation strategies of supportive information on students’ learning performance and how this relation is influenced by prior knowledge. A total of 129 university students participated in 2 sessions where they were exposed to the inductive or the deductive presentation strategy. Results show no significant differences between the deductive and inductive groups with respect to learning performance. Additionally, results indicate that the effect of inductive and deductive information presentation strategies in participants’ learning performance is not influenced by the participants’ prior knowledge. It is therefore concluded that teaching with an inductive or deductive strategy has no difference on the learning performance of low prior knowledge and high prior knowledge.