Abstract:
The main motivation behind this experimental thesis is to evaluate the theoretical framework presented in (Baxter et al., 2021) which claims that instructional designs which combine more than one of the lexicon properties (form, meaning, network) may be more efficient than the ones where only one property is elicited. To assess this idea, we constructed a quantitative, in-between subjects experiment with three conditions, one per group, which focuses on the properties form and meaning and makes use of statistical methods to establish whether our hypothesis is correct. We expect for the group combining both properties will yield better results than the others.
