Testing after worked example study invests more mental effort than restudying examples, so restudy is more instructionally efficient at equal delayed performance (Experiment 3)¶
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Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2015 · checked against its sources 2026-10-21 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 In Experiment 3, testing conditions invested more mental effort than restudy conditions during the testing/restudy phase (ηp2=0.337). → Tamara van Gog & Liesbeth Kester & Kim Dirkx & Vincent Hoogerheide & Joris Boerboom & Peter P. J. L. Verkoeijen 2015
Evidence¶
Tamara van Gog & Liesbeth Kester & Kim Dirkx & Vincent Hoogerheide & Joris Boerboom & Peter P. J. L. Verkoeijen 2015¶
Tamara van Gog & Liesbeth Kester & Kim Dirkx & Vincent Hoogerheide & Joris Boerboom & Peter P. J. L. Verkoeijen. (2015). Testing After Worked Example Study Does Not Enhance Delayed Problem-Solving Performance Compared to Restudy. Educ Psychol Rev. https://doi.org/10.1007/s10648-015-9297-3
q3 · i3 · causal · r2
Experiment 3 mental effort ratings (Paas 9-point scale) during the testing/restudy phase: "the testing conditions investing more mental effort ( M=5.34, SD=1.97) than the restudy conditions ( M=2.94, SD=1.59)", F(1,111)=56.50, p<0.001, ηp2=0.337. An interaction showed isomorphic testing was less effortful than identical testing (d=0.813).
"There was a significant main effect of testing/restudy, with the testing conditions investing more mental effort ( M=5.34, SD=1.97) than the restudy conditions ( M=2.94, SD=1.59) on the two tasks, F(1,111)=56.50, p<0.001, ηp2=0.337"
Discussion¶
Related Claims¶
- Testing via identical problem solving after studying identical worked examples did not significantly improve delayed test performance compared with restudying identical examples (Experiment 2) — related
- Testing or restudying with isomorphic tasks yields better delayed test performance than with identical tasks (Experiment 3) — related
- Testing after studying four worked examples is not more effective for delayed test performance than restudying examples, with isomorphic or identical tasks (Experiment 3) — related
- Testing after studying four worked examples does not enhance delayed test performance compared with restudy among vocational education students in probability calculation (Experiment 4) — related
- Restudy of worked examples invested much less mental effort than testing after four examples, but this difference was not replicated with vocational students — related
- No testing effect was found for acquiring problem-solving skills through worked example study across eight experiments — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
testing-more-effortful-than-restudy-exp3 |
title |
Testing after worked example study invests more mental effort than restudying examples, so restudy is more instructionally efficient at equal delayed performance (Experiment 3) |
description |
Testing after worked example study invests more mental effort than restudying examples, so restudy is more instructionally efficient at equal delayed performance (Experiment 3) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
source_checked |
2026-10-21 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — tamara-van-gog-liesbeth-kester-kim-dirkx-vincent-hoogerheide-joris-boerboom-peter-p-j-l-verkoeijen-2015 |
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