Erroneous examples benefit learners with more prior knowledge, while correct-only solutions better serve low-prior-knowledge learners¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Große and Renkl found an interaction with prior knowledge: correct plus incorrect solutions fostered far transfer for students with more prior knowledge, whereas correct solutions only worked better for students with low prior knowledge. → Tamara van Gog & Nikol Rummel 2010

Evidence¶

Tamara van Gog & Nikol Rummel 2010¶

Tamara van Gog & Nikol Rummel. (2010). Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives. Educational Psychology Review. https://doi.org/10.1007/s10648-010-9134-7

q2 · i? · review · r3

Review's account of a single experiment on worked examples in probability calculation comparing correct-and-incorrect versus correct-only solutions; the interaction with prior knowledge reached "far transfer performance". Reported as the review attributes it; design details beyond what is printed are not described.

"Große and Renkl used a similar design, but with worked examples on probability calculation, and showed an interaction with students' prior knowledge: Providing both correct and incorrect solutions fostered far transfer performance for students with more prior knowledge, whereas correct solutions only worked better for students with low prior knowledge"

Discussion¶

Related Claims¶

• Erroneous examples improve conceptual understanding by forcing comparison with correct models. — related
• The delayed erroneous-examples benefit holds for both low and high prior knowledge students — reports the opposite
• Prior knowledge moderates the effectiveness of erroneous and contrasting erroneous examples, with low-prior-knowledge learners benefiting in several studies but findings contradictory — possibly the same claim (merge candidate)