# How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning

arXiv: https://arxiv.org/abs/2507.17760 · HTML: https://mlsanity.com/paper/2507.17760/

## Key facts

- Cited by 1 papers in the map (data through 14 Oct 2026).
- Builds on 1 of its 29 references that are in the map.
- First posted on arXiv 8 May 2025.

## Builds on (most cited first, 1 of 1)

- [Investigating the Impact of Backward Strategy Learning in a Logic Tutor: Aiding Subgoal Learning towards Improved Problem Solving](https://mlsanity.com/paper/2208.04696/) (2022)

## Built on by (most cited first, 1 of 1)

- [Structuring versus Problematizing: How LLM-based Agents Scaffold Learning in Diagnostic Reasoning](https://mlsanity.com/paper/2604.09158/) (2026)

## Abstract (arXiv)

Supporting students in developing effective diagnostic reasoning is a key challenge in various educational domains. Novices often struggle with cognitive biases such as premature closure and over-reliance on heuristics. Scenario-based learning (SBL) can address these challenges by offering realistic case experiences and iterative practice, but the optimal sequencing of instruction and problem-solving activities remains unclear. This study examines how personalized support can be incorporated into different instructional sequences and whether providing explicit diagnostic strategy instruction before (I-PS) or after problem-solving (PS-I) improves learning and its transfer. We employ a between-groups design in an online SBL environment called PharmaSim, which simulates real-world client interactions for pharmacy technician apprentices. Results indicate that while both instruction types are beneficial, PS-I leads to significantly higher performance in transfer tasks.