Claims

Students like problem solving more than erroneous examples and find its interface easier, though it yields weaker delayed learning

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3 · i1 small
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · 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 i1 The problem-solving group reported liking the lesson more (d=.21) and finding the interface easier to use (d=.37) than the erroneous examples group. → Bruce M. McLaren & Deanne M. Adams & Richard E. Mayer 2015 q3 i? Liking ratings did not correlate with learning gains, supporting the claim that liking is not learning. → Bruce M. McLaren & Deanne M. Adams & Richard E. Mayer 2015 (2)

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 · i1 · causal · r2

Evaluation questionnaire (four categories, 5-point Likert) after the intervention. "The PS condition students were significantly more likely to report that they liked the lesson" (d=.21); interface ease also favored PS, d=.37, p<.001.

"The PS condition students were significantly more likely to report that they liked the lesson compared to the ErrEx studentsF(1, 388)=4.29, MSE= 23.49, p=.0 4, d =. 21."

Bruce M. McLaren & Deanne M. Adams & Richard E. Mayer 2015 (2)

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? · associational · r2

Correlational analysis of the same study: "no significant correlations between students liking ratings" and either immediate or delayed gains. A hierarchical regression also showed no liking × condition interaction.

"This point was further supported by there being no significant correlations between students liking ratings and pre-to-post learning gains, r (390)= −.05, p=.29, or li king ratings and pre-to-delayed learning gains, r (390)= −.01, p=.80."

Discussion

Page metadata
Field Value
type claim
id liking-is-not-learning-decimals-tutor
title Students like problem solving more than erroneous examples and find its interface easier, though it yields weaker delayed learning
description Students like problem solving more than erroneous examples and find its interface easier, though it yields weaker delayed learning
status review
evidence_strength moderate
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 2 — bruce-m-mclaren-deanne-m-adams-richard-e-mayer-2015, bruce-m-mclaren-deanne-m-adams-richard-e-mayer-2015-2

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