نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران.
2 دانش آموخته کارشناسی ، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران.
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
A B S T R A C T
Sequencing of instructional content is an important component of instructional design in digital learning environments; however, empirical evidence on its effectiveness remains limited and inconsistent. This study examined the effects of three sequencing patterns—simple-to-complex, complex-to-simple, and non-structured sequencing—on conceptual learning, retention, and learner satisfaction. A quasi-experimental pretest–posttest–follow-up design with a control group was conducted with 60 undergraduate students randomly assigned to three groups. Instruction on simple linear regression was delivered via Articulate Storyline through web and mobile platforms. Instruments included a 14-item test and a learner satisfaction questionnaire. Data were analyzed using ANCOVA and post-hoc tests in SPSS. Findings showed no significant differences in conceptual learning (p > 0.05), while a significant effect was found for delayed retention (p = 0.022, ηp² = 0.056), with the complex-to-simple group outperforming the simple-to-complex group (p = 0.026). No significant differences were found in learner satisfaction. Overall, results indicate that sequencing effects mainly emerge in long-term retention, with the complex-to-simple pattern offering a potentially effective strategy for knowledge consolidation in digital learning environments.
کلیدواژه‌ها [English]
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