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Effects of Decision-Based Learning on Student Performance in Introductory Physics: The Mediating Roles of Cognitive Load and Self-Testing

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Title: Effects of Decision-Based Learning on Student Performance in Introductory Physics: The Mediating Roles of Cognitive Load and Self-Testing
Language: English
Authors: Soojeong Jeong (ORCID 0000-0001-8476-2501), Justin Rague, Kaylee Litson, David F. Feldon, M. Jeannette Lawler, Kenneth Plummer
Source: Education and Information Technologies. 2025 30(4):4413-4433.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Decision Making, Learning Processes, Introductory Courses, Science Education, Physics, Difficulty Level, Self Evaluation (Individuals), Testing, Science Tests, Problem Solving, Computer Software, Computer Uses in Education, Science Instruction, Scaffolding (Teaching Technique), Science Process Skills, Instructional Effectiveness, Science Achievement
DOI: 10.1007/s10639-024-12962-y
ISSN: 1360-2357
1573-7608
Abstract: DBL is a novel pedagogical approach intended to improve students' conditional knowledge and problem-solving skills by exposing them to a sequence of branching learning decisions. The DBL software provided students with ample opportunities to engage in the expert decision-making processes involved in complex problem-solving and to receive just-in-time instruction and scaffolds at each decision point. The purpose of this study was to examine the effects of decision-based learning (DBL) on undergraduate students' learning performance in introductory physics courses as well as the mediating roles of cognitive load and self-testing for such effects. We used a quasi-experimental posttest design across two sections of an online introductory physics course including a total N = 390 participants. Contrary to our initial hypothesis, DBL instruction did not have a direct effect on cognitive load and had no indirect effect on student performance through cognitive load. Results also indicated that while DBL did not directly impact students' physics performance, self-testing positively mediated the relationship between DBL and student performance. Our findings underscore the importance of students' use of self-testing which plays a crucial role when engaging with DBL as it can influence effort input towards the domain task and thereby optimize learning performance.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1462648
Database: ERIC
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: DBL is a novel pedagogical approach intended to improve students' conditional knowledge and problem-solving skills by exposing them to a sequence of branching learning decisions. The DBL software provided students with ample opportunities to engage in the expert decision-making processes involved in complex problem-solving and to receive just-in-time instruction and scaffolds at each decision point. The purpose of this study was to examine the effects of decision-based learning (DBL) on undergraduate students' learning performance in introductory physics courses as well as the mediating roles of cognitive load and self-testing for such effects. We used a quasi-experimental posttest design across two sections of an online introductory physics course including a total N = 390 participants. Contrary to our initial hypothesis, DBL instruction did not have a direct effect on cognitive load and had no indirect effect on student performance through cognitive load. Results also indicated that while DBL did not directly impact students' physics performance, self-testing positively mediated the relationship between DBL and student performance. Our findings underscore the importance of students' use of self-testing which plays a crucial role when engaging with DBL as it can influence effort input towards the domain task and thereby optimize learning performance.
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      – SubjectFull: Decision Making
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      – SubjectFull: Learning Processes
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      – TitleFull: Effects of Decision-Based Learning on Student Performance in Introductory Physics: The Mediating Roles of Cognitive Load and Self-Testing
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