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

Abstract

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.