View Item 
        •   Utrecht University Student Theses Repository Home
        • UU Theses Repository
        • Theses
        • View Item
        •   Utrecht University Student Theses Repository Home
        • UU Theses Repository
        • Theses
        • View Item
        JavaScript is disabled for your browser. Some features of this site may not work without it.

        Browse

        All of UU Student Theses RepositoryBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

        The Effectiveness, Efficiency and Motivational Effect of an Inductive-Expository Information Presentation Strategy for Domain Novices

        Thumbnail
        View/Open
        Submission Master's Thesis_6259014_attempt_2021-06-07-19-45-30_Thesis Naomi van der Horst, 6259014.docx.pdf (686.6Kb)
        Publication date
        2021
        Author
        Horst, N. van der
        Metadata
        Show full item record
        Summary
        This study investigates one of the design principles provided by the 4C/ID by Van Merriënboer and Kirschner. In this model, it is recommended to present supportive information with an inductive-expository strategy (presenting an example prior to abstract information) to domain novices and to use a deductive-expository strategy (presenting an example after abstract information) for learners with high prior knowledge. The present study investigates whether an inductive-expository strategy is indeed of significant influence on domain novices’ learning performance. In addition, this study looks at the effects of this strategy on domain novices’ mental effort and self-efficacy. This study has a randomized two-group design, consisting of two experimental sessions in which participants were either exposed to the deductive-expository information presentation strategy or the inductive-expository information presentation strategy. A total of 107 bachelor students from Utrecht University participated in this study. The present study shows that there are no significant differences on learning performance, mental effort and self-efficacy between the two information presentation strategies for domain novices.
        URI
        https://studenttheses.uu.nl/handle/20.500.12932/41433
        Collections
        • Theses
        Utrecht university logo