Erroneous examples and problem solving do not differ significantly on an immediate posttest¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Gain scores from pretest to immediate posttest showed only a marginally significant advantage for erroneous examples (p=.055, d=.22); the groups did not differ significantly on immediate testing. → 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

Same randomized study's immediate posttest analysis: "a marginally significant effect with ErrEx showing higher gains" (p=.055, d=.22). The delayed advantage did not appear on immediate testing; equivalence was not tested.

"Looking at gain scores between the pretest and immediate posttest, an ANCOV A with pretest score as a covariate, revealed that there was a marginally significant effect with ErrEx showing higher gains between the pretest and immediate posttest compared to the PS condition, F(1387)=3.72, MSE=15 0.03,p=.055 , d=.22"

Discussion¶

Related Claims¶

• 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
• Erroneous examples produce significantly higher delayed-test learning gains than problem solving for decimal learning — 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
• Worked examples did not improve application of CDR strategy knowledge relative to problem-solving — related
• Initial failure did not hurt subsequent learning during instruction: no condition differences on example generation or immediate learning tests — related
• Time on task does not explain the erroneous-examples delayed learning advantage — related
• Contrasting examples, correct examples, erroneous examples, and practice problems produced no differences in learning gains or transfer of unbiased-reasoning skills — related