Quiz accuracy declines from immediate to 1-week delayed testing regardless of text medium¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2011 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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 i? Participants scored lower on the quiz after 1 week than immediately after reading, with no interaction between test time and text medium. → Annette Kujawski Taylor 2011
Evidence¶
Annette Kujawski Taylor 2011¶
Annette Kujawski Taylor. (2011). Students Learn Equally Well From Digital as From Paperbound Texts. Teaching of Psychology, 38(4), 278-281. https://doi.org/10.1177/0098628311421330
q3 · i? · causal · r2
In the same randomized ANOVA design, the within-subjects test-time factor showed a single significant main effect: mean accuracy fell from 63.5% immediately to 58.3% after 1 week, F(1, 64) = 9.49, p = .003. No effect size was printed.
"Participants scored lower on the quiz after 1 week (mean accuracy 58.3% ) than immediately after reading (63.5 %), with F(1, 64) ¼ 9.49, p ¼ .003"
Discussion¶
Related Claims¶
- College students show no comprehension difference between digital and paperbound textbook reading, immediately or after 1 week — related
- Evaluation accuracy differed by problem type, with a significant time-by-problem-type interaction: confounded designs remained hardest after instruction — related
- All three instructional methods reduced misconceptions, and comprehension and transfer effects were stable at delayed testing one week later — related
- Multiple text reading shows more stable retention than rereading: non-significantly higher one-week scores and a smaller decline from one day to one week — related
- The self-study-before-discussion advantage persisted at one-week delayed tests, with lecture-condition scores declining over time while self-study-condition scores remained stable — related
- No significant interactions emerged between text medium and any other variable (test time, complexity, engagement) — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
quiz-accuracy-declines-after-one-week-delay |
title |
Quiz accuracy declines from immediate to 1-week delayed testing regardless of text medium |
description |
Quiz accuracy declines from immediate to 1-week delayed testing regardless of text medium |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
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 |
1 — annette-kujawski-taylor-2011 |
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