Erroneous examples do not raise general confidence calibration but yield more high-confidence correct answers on the delayed posttest¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Confidence increased across sessions for both groups with no condition difference, but ErrEx students made more high-confidence correct responses on the delayed posttest (66.27% vs. 63.45%). → 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

Confidence-rating analysis (six participants removed for logging errors; one item dropped). "Students in the ErrEx condition were more likely to make high confidence correct responses" on the delayed posttest; no other response-type differences were significant.

"For the delayed posttest, the only significant difference was for high confidence correct answers,F (1, 380)=5.07, MSE=.15,p =.03. Students in the ErrEx c ondition were more likely to make high confidence correct responses (M=66.27 %, SD=24.20 %) than students in the PS condition (M= 63.45 %, SD=26.33 %)."

Discussion¶

Related Claims¶

• Erroneous examples and problem solving do not differ significantly on an immediate posttest — related
• Erroneous examples produce significantly higher delayed-test learning gains than problem solving for decimal learning — related
• Time on task does not explain the erroneous-examples delayed learning advantage — related
• The delayed erroneous-examples advantage replicated at one school but was not statistically significant at the other — related
• The delayed erroneous-examples benefit holds for both low and high prior knowledge students — related
• Students like problem solving more than erroneous examples and find its interface easier, though it yields weaker delayed learning — related
• Erroneous examples show no general learning benefit over correct examples in most comparisons, but outperform them for negative knowledge in some studies — related
• Intelligent Novice error-correction tutoring produced better delayed transfer and immediate isomorphic performance than the Expert tutor in spreadsheet learning — related