Decomposing the Cognition-influential Aspects of Instructional Designs A Systematic Review of Induced Causal Relationships by the Constructional Components of the Direct Instruction and Productive Failure Designs

Abstract

A substantial debate on the effectiveness of two instructional designs, namely “Productive Failure (PF)” and “Direct Instruction (DI)” has been prolonged for almost two decades. Indeed, from many studies we have seen if being deliberately designed and carried out, then both designs can be sophisticated not only in instructional procedures but also in how each function takes effect on learning. The constituting components could each be specified preceding the instruction as a design, but these activities carry its own goal in facilitating learning. In this article, we summarized the reasoning in the specifications of connection, construction and criticization. Thus, from our review, we debated how instructional stages, problem-led learning and failure-driven learning can each deliver good outcomes for learners.