Time on task does not explain the erroneous-examples delayed learning advantage¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2015 · 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? ErrEx students took significantly longer on the lesson (71.43 vs. 51.09 minutes), but duration did not interact with condition on delayed gains. → Bruce M. McLaren & Deanne M. Adams & Richard E. Mayer 2015
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 · i? · causal · r2
Regression analyses with condition and time-on-task entered at Step 1 found "no significant interaction between duration and condition" on delayed performance. ErrEx took M=71.43 (SD=21.98) vs. PS M=51.09 (SD=20.40) minutes, t(388)=9.48, p<.001.
"Although there was a non-significant effect of time-on-task on pretest-to-delayed-posttest gains, β=.10, t= 1.88,p =.06, there was no significant interaction between duration and condition on delayed posttest performance, β=.02, t= .32,p =.75."
Discussion¶
Related Claims¶
- The delayed erroneous-examples advantage replicated at one school but was not statistically significant at the other — related
- The delayed erroneous-examples benefit holds for both low and high prior knowledge students — related
- Erroneous examples produce significantly higher delayed-test learning gains than problem solving for decimal learning — related
- Erroneous examples do not raise general confidence calibration but yield more high-confidence correct answers on the delayed posttest — related
- Students like problem solving more than erroneous examples and find its interface easier, though it yields weaker delayed learning — related
- Erroneous examples show no general learning benefit over correct examples in most comparisons, but outperform them for negative knowledge in some studies — related
- Erroneous examples and problem solving do not differ significantly on an immediate posttest — related
- Average instruction time differed significantly between conditions, with demonstration by far the shortest, replicating the original study's durations — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
time-on-task-does-not-explain-delayed-advantage |
title |
Time on task does not explain the erroneous-examples delayed learning advantage |
description |
Time on task does not explain the erroneous-examples delayed learning advantage |
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 |
1 — bruce-m-mclaren-deanne-m-adams-richard-e-mayer-2015 |
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