Learning from Erroneous Examples: When and How do Students Benefit from them?

Publikation: Beiträge in SammelwerkenAufsätze in KonferenzbändenForschungbegutachtet

Authors

  • Dimitra Tsovaltzi
  • Erica Melis
  • Bruce McLaren
  • Ann-Kristin Meyer
  • Michael Dietrich
  • Giorgi Goguadze
We investigate whether erroneous examples in the domain of fractions can help students learn from common errors of other students presented in a computer-based system. Presenting the errors of others could spare students the embarrassment and demotivation of confronting their own errors. We conducted lab and school studies with students of different grade levels to measure the effects of learning with erroneous examples. We report results that compare the learning gains of three conditions: a control condition, an experimental condition in which students were presented with erroneous examples without help, and an experimental condition in which students were provided with additional error detection and correction help. Our results indicate significant metacognitive learning gains of erroneous examples for lower-grade students, as well as cognitive and conceptual learning gains for higher-grade students when additional help is provided with the erroneous examples, but not for middle-grade students.
OriginalspracheEnglisch
TitelProceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL : from innovation to learning and practice
HerausgeberMartin Wolpers, Paul A. Kirschner, Maren Scheffel, Stefanie Lindstaedt, Vania Dimitrova
Anzahl der Seiten17
ErscheinungsortHeidelberg, Berlin
VerlagSpringer Verlag
Erscheinungsdatum2010
Seiten357-373
ISBN (Print)3642160190, 978-3-642-16019-6
ISBN (elektronisch)978-3-642-16020-2
DOIs
PublikationsstatusErschienen - 2010
Extern publiziertJa
Veranstaltung5th European Conference on Technology Enhanced Learning - EC-TEL 2010 - Barcelona, Spanien
Dauer: 28.09.201001.10.2010
Konferenznummer: 5
http://www.wikicfp.com/cfp/servlet/event.showcfp?eventid=7588&copyownerid=5111

DOI

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