Across all questions, final performance showed a main effect of learning condition and a large main effect of question type, with only a trend toward an interaction¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The two-way ANOVA showed a main effect of learning condition (η2 = 0.035) and a large main effect of question type (η2 = 0.24), with a non-significant trend for interaction (p = 0.068). → Latimier 2019

Evidence¶

Latimier 2019¶

Latimier, A., Riegert, A., Peyre, H., Ly, S. T., Casati, R. & Ramus, F. (2019). Does pre-testing promote better retention than post-testing? npj Science of Learning 4:15. https://doi.org/10.1038/s41539-019-0053-1

q3 · i3 · causal · r2

Omnibus mixed ANOVA on final test scores (learning condition between-subject, question type within-subject) in the 285-participant experiment; question type main effect F(1,564) = 187.78, "η2 = 0.24"; interaction F(2,564) = 2.70, p = 0.068, η2 = 0.007.

"A two-way ANOVA showed a main effect of the learning condition, F(2,564) = 13.56, p < 0.0001, and η2 = 0.035; with the reading-quiz group showing the best final performance, then the quiz-reading group, and finally the reading-reading group"

Discussion¶

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