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Time-on-task estimation for tasks lasting hours spread over multiple days.

Kaden Hart1, Christopher M Warren2, John Edwards1

  • 1Department of Computer Science, Utah State University, Logan, Utah, United States of America.

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|September 18, 2025
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This summary is machine-generated.

People often overestimate time spent on tasks lasting hours, especially when spread over days. Accuracy of time estimation appears linked to task performance, with better scores correlating to more precise time recall.

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Area of Science:

  • Cognitive Psychology
  • Educational Technology
  • Human-Computer Interaction

Background:

  • Accurate retrospective time estimation is limited to short durations (seconds to minutes).
  • Estimating longer task durations is challenging due to natural interruptions and difficulty in measuring ground truth.
  • A recent model allows objective measurement of time-on-task for computer programming assignments using keystroke data.

Purpose of the Study:

  • To investigate the accuracy of duration estimation for multi-day tasks lasting several hours.
  • To explore the relationship between estimated time-on-task and actual performance in a naturalistic setting.

Main Methods:

  • Utilized keystroke data to establish objective ground truth for task duration.
  • Analyzed self-reported time estimates from students completing multi-day computer programming assignments.
  • Correlated estimated time-on-task with assignment performance scores.

Main Results:

  • Participants overestimated time spent on tasks 78% of the time.
  • A median overestimation ratio of 1.45 reported hours per actual hour was observed.
  • Higher assignment scores correlated with more accurate time estimations.

Conclusions:

  • Retrospective time estimation for extended, interrupted tasks is prone to significant overestimation.
  • Task performance may influence the accuracy of self-reported time spent on learning activities.
  • Findings have implications for understanding student engagement and time management in educational contexts.