Identical example–problem pairs showed an early order advantage but no detected final-test difference¶

Claim · All claims
Evidence · 1 study · causal r? · q3 · n=32 (16 per condition)
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? For identical repeated tasks, EP outperformed PE during learning, but the difference was not detected on the test after PE learners had studied the example twice.

Evidence¶

van Gog 2011¶

van Gog, T. (2011). Effects of identical example–problem and problem–example pairs on learning. Computers & Education, 57(2), 1775–1779. doi:10.1016/j.compedu.2011.03.019

q3 · peer-reviewed experiment (abstract only) · i? · no effect size in the abstract · n=32 (16 per condition) · causal · r?

van Gog, T. (2011). Effects of identical example-problem and problem-example pairs on learning. Computers & Education, 57(2), 1775–1779. Author institutional abstract. Verification scope: abstract only; full methods, assignment, exclusions, baseline balance and instrument properties are not checked here.

The between-subjects experiment compared example–problem–example–problem with problem–example–problem–example, n=16 per condition, on one particular problem. The abstract reports the phase-specific result above. It supplies a configuration/horizon qualification, not evidence of equivalence, an individual effect estimate or a general problem-first advantage.

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