Time-on-task during practice was significantly higher for correct and erroneous examples than for contrasting examples and practice problems¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2021 · not yet checked against its sources · 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? Time-on-task differed across conditions (erroneous examples = correct examples > contrasting examples = practice problems). → Lara M. van Peppen 2021
Evidence¶
Lara M. van Peppen 2021¶
Lara M. van Peppen, Peter P. J. L. Verkoeijen, Anita E. G. Heijltjes, Eva M. Janssen, Tamara van Gog. (2021). Enhancing students' critical thinking skills: is comparing correct and erroneous examples beneficial? Instructional Science. https://doi.org/10.1007/s11251-021-09559-0
q3 · i? · causal · r2
Brown–Forsythe one-way ANOVA on logged practice time (after a significant Levene's test) printed the quoted result; pairwise comparisons showed erroneous (M = 862.79) and correct examples (M = 839.58) exceeded contrasting (M = 512.29) and practice problems (M = 500.41), all p's < .001.
"This analysis revealed a significant time-on-task (in seconds) difference between the conditions during practice, F(3, 120.28) = 16.19, p < .001, η2 = .22"
Discussion¶
Related Claims¶
- Contrasting examples, correct examples, erroneous examples, and practice problems produced no differences in learning gains or transfer of unbiased-reasoning skills
- Solving practice problems invested less mental effort than contrasting or erroneous examples, contrary to the worked-example-effect hypothesis — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
time-on-task-example-conditions-higher |
title |
Time-on-task during practice was significantly higher for correct and erroneous examples than for contrasting examples and practice problems |
description |
Time-on-task during practice was significantly higher for correct and erroneous examples than for contrasting examples and practice problems |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lara-m-van-peppen-2021 |
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