The effect of various instructional sequencing patterns in the digital environment on conceptual learning, retention, and learner satisfaction in higher education

Document Type : Original Article

Authors

1 Assistant Professor, Educational Sciences Departemant, Faculty of Literature and Humanities, Urmia University, Urmia, Iran.

2 B.A. Graduate in Educational Siences, Faculty of Literature and Humanities, Urmia University, Urmia, Iran

Abstract

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.

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History

  • Receive Date: 02 June 2026
  • Revise Date: 28 July 2026
  • Accept Date: 26 September 2026
  • First Publish Date: 17 October 2026
  • Publish Date: 22 December 2026

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