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

Dimitra  Tsovaltzi; Erica Melis; Bruce McLaren; Ann-Kristin  Meyer; Michael Dietrich; Giorgi Goguadze

doi:10.1007/978-3-642-16020-2_24

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

Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review

Standard

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. ed. / Martin Wolpers; Paul A. Kirschner; Maren Scheffel; Stefanie Lindstaedt; Vania Dimitrova. Heidelberg, Berlin: Springer Verlag, 2010. p. 357-373 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 6383 LNCS).

Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review

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 (eds), 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), vol. 6383 LNCS, Springer Verlag, Heidelberg, Berlin, pp. 357-373, 5th European Conference on Technology Enhanced Learning - EC-TEL 2010, Barcelona, Spain, 28.09.10. https://doi.org/10.1007/978-3-642-16020-2_24

APA

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 (Eds.), Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice (pp. 357-373). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 6383 LNCS). Springer Verlag. https://doi.org/10.1007/978-3-642-16020-2_24

Vancouver

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, editors, Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice. Heidelberg, Berlin: Springer Verlag. 2010. p. 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 Verlag",

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&copyownerid=5111",