The delayed erroneous-examples advantage replicated at one school but was not statistically significant at the other¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Within School A the delayed-test advantage was significant (d=.38), but within School B it was not (p=.17, d=.2). → Bruce M. McLaren & Deanne M. Adams & Richard E. Mayer 2015
Evidence¶
Bruce M. McLaren & Deanne M. Adams & Richard E. Mayer 2015¶
Bruce M. McLaren & Deanne M. Adams & Richard E. Mayer. (2015). Delayed Learning Effects with Erroneous Examples: a Study of Learning Decimals with a Web-Based Tutor. International Artificial Intelligence in Education Society 2015. https://doi.org/10.1007/s40593-015-0064-x
q3 · i? · causal · r2
Supplementary by-school analysis of the same study: School A showed a significant delayed advantage (F(1252)=6.26, p=.01, d=.38) while "there was no significant difference" at School B, where the sample was smaller.
"In contrast to School A, there was no significant difference between the PS group (M=5.03, SD=6.16) and the ErrEx group ( M=6.53, SD=6.44) of School B for gains between the pretest and the delayed posttest, F(1, 133)=1.92, p=.17, d=.2."
Discussion¶
Related Claims¶
- Erroneous examples produce significantly higher delayed-test learning gains than problem solving for decimal learning — a broader claim this one bears on
- Erroneous examples and problem solving do not differ significantly on an immediate posttest — related
- The delayed erroneous-examples benefit holds for both low and high prior knowledge students — related
- Time on task does not explain the erroneous-examples delayed learning advantage — related
- Erroneous examples do not raise general confidence calibration but yield more high-confidence correct answers on the delayed posttest — related
- Students like problem solving more than erroneous examples and find its interface easier, though it yields weaker delayed learning — related
- A literature survey suggests the generation effect is more likely to be demonstrated on delayed than immediate tests — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
delayed-advantage-mixed-across-schools |
title |
The delayed erroneous-examples advantage replicated at one school but was not statistically significant at the other |
description |
The delayed erroneous-examples advantage replicated at one school but was not statistically significant at the other |
status |
review |
evidence_strength |
mixed |
newest_evidence |
2015 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — bruce-m-mclaren-deanne-m-adams-richard-e-mayer-2015 |
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