Using Errors to Enhance Learning Feedback in Computer Programming

Abstract The results of a quasi-experimental study, which involved an instructional intervention based upon the Learning Errors and Formative Feedback (LEAFF) model in a technology-rich learning environment, are reported. The instructional intervention involved an explicit discussion about the pedagogical value of errors with undergraduate students completing a computer-programming class. Three specific research questions guided the study: (1) Does an instructional intervention based upon the LEAFF model have an effect on students’ feelings of well-being as they learn computer programming? (2) Does an instructional intervention based upon the LEAFF model have an effect on the number of errors students report? And (3) Does an instructional intervention based upon the LEAFF model have an effect on students’ preference of feedback delivery and use? The instructional intervention was associated with statistically significant effects on students’ sense of well-being in the learning environment, production of errors for formative purposes, and reported use of feedback.

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