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Learning from Erroneous Examples: When and How do Students Benefit from them? / Tsovaltzi, Dimitra; Melis, Erica; McLaren, Bruce et al.
Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice. Hrsg. / Martin Wolpers; Paul A. Kirschner; Maren Scheffel; Stefanie Lindstaedt; Vania Dimitrova. Heidelberg, Berlin: Springer, 2010. S. 357-373 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Band 6383 LNCS).
Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › begutachtet
Harvard
Tsovaltzi, D, Melis, E, McLaren, B, Meyer, A-K, Dietrich, M
& Goguadze, G 2010,
Learning from Erroneous Examples: When and How do Students Benefit from them? in M Wolpers, PA Kirschner, M Scheffel, S Lindstaedt & V Dimitrova (Hrsg.),
Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), Bd. 6383 LNCS, Springer, Heidelberg, Berlin, S. 357-373, 5th European Conference on Technology Enhanced Learning - EC-TEL 2010, Barcelona, Spanien,
28.09.10.
https://doi.org/10.1007/978-3-642-16020-2_24APA
Tsovaltzi, D., Melis, E., McLaren, B., Meyer, A.-K., Dietrich, M.
, & Goguadze, G. (2010).
Learning from Erroneous Examples: When and How do Students Benefit from them? In M. Wolpers, P. A. Kirschner, M. Scheffel, S. Lindstaedt, & V. Dimitrova (Hrsg.),
Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice (S. 357-373). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Band 6383 LNCS). Springer.
https://doi.org/10.1007/978-3-642-16020-2_24Vancouver
Tsovaltzi D, Melis E, McLaren B, Meyer AK, Dietrich M
, Goguadze G.
Learning from Erroneous Examples: When and How do Students Benefit from them? in Wolpers M, Kirschner PA, Scheffel M, Lindstaedt S, Dimitrova V, Hrsg., Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice. Heidelberg, Berlin: Springer. 2010. S. 357-373. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). doi: 10.1007/978-3-642-16020-2_24
Bibtex
@inbook{eb27da930d4c4af3abd2c305521841a8,
title = "Learning from Erroneous Examples: When and How do Students Benefit from them?",
abstract = "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.",
keywords = "Mathematics, Erroneous examples, Empirical studies, fractions misconceptions, adaptive learning, Metacognition",
author = "Dimitra Tsovaltzi and Erica Melis and Bruce McLaren and Ann-Kristin Meyer and Michael Dietrich and Giorgi Goguadze",
year = "2010",
doi = "10.1007/978-3-642-16020-2_24",
language = "English",
isbn = "3642160190",
series = "Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",
publisher = "Springer",
pages = "357--373",
editor = "Martin Wolpers and Kirschner, {Paul A.} and Maren Scheffel and Stefanie Lindstaedt and Vania Dimitrova",
booktitle = "Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL",
address = "Germany",
note = "5th European Conference on Technology Enhanced Learning - EC-TEL 2010 ; Conference date: 28-09-2010 Through 01-10-2010",
url = "http://www.wikicfp.com/cfp/servlet/event.showcfp?eventid=7588©ownerid=5111",
}
RIS
TY - CHAP
T1 - Learning from Erroneous Examples: When and How do Students Benefit from them?
AU - Tsovaltzi, Dimitra
AU - Melis, Erica
AU - McLaren, Bruce
AU - Meyer, Ann-Kristin
AU - Dietrich, Michael
AU - Goguadze, Giorgi
N1 - Conference code: 5
PY - 2010
Y1 - 2010
N2 - 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.
AB - 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.
KW - Mathematics
KW - Erroneous examples
KW - Empirical studies
KW - fractions misconceptions
KW - adaptive learning
KW - Metacognition
UR - http://www.scopus.com/inward/record.url?scp=78049377195&partnerID=8YFLogxK
U2 - 10.1007/978-3-642-16020-2_24
DO - 10.1007/978-3-642-16020-2_24
M3 - Article in conference proceedings
SN - 3642160190
SN - 978-3-642-16019-6
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 357
EP - 373
BT - Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL
A2 - Wolpers, Martin
A2 - Kirschner, Paul A.
A2 - Scheffel, Maren
A2 - Lindstaedt, Stefanie
A2 - Dimitrova, Vania
PB - Springer
CY - Heidelberg, Berlin
T2 - 5th European Conference on Technology Enhanced Learning - EC-TEL 2010
Y2 - 28 September 2010 through 1 October 2010
ER -
