Using Feedback to Improve Learning: Differentiating between Correct and Erroneous Examples

Research indicates that the combination of correct and erroneous examples has a positive effect on knowledge acquisition and transfer if learners have adequate prior knowledge. If only erroneous examples were provided, students with low prior knowledge may need additional supports so that their procedural skills can be effectively promoted. For this reason, this study, taking subtraction as the learning domain, conducted a 2 × 2 factorial design of quasi-experiment varying in example types (correct vs. erroneous examples) and feedback settings (with vs. without feedback). Results indicated that feedback may promote transfer and retention in learning from worked-out examples. However, there was no significant difference between correct and erroneous examples in helping students learn subtraction procedures. According to the results of our questionnaire on cognitive load, it was likely caused by the complexity of the organization and presentation of erroneous examples. We suggest that clear and intelligible presentation can be supported by computer technologies.

[1]  F. Paas,et al.  Cognitive Architecture and Instructional Design , 1998 .

[2]  Cristina Conati,et al.  Toward Computer-Based Support of Meta-Cognitive Skills: a Computational Framework to Coach Self-Explanation , 2000 .

[3]  J. Sweller,et al.  The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra , 1985 .

[4]  Alexander Renkl,et al.  Finding and fixing errors in worked examples: Can this foster learning outcomes? ☆ , 2007 .

[5]  R. Siegler,et al.  Differentiation and integration: guiding principles for analyzing cognitive change. , 2008, Developmental science.

[6]  Alexander Renkl,et al.  Learning From Examples: Fostering Self-Explanations in Computer-Based Learning Environments , 2002, Interact. Learn. Environ..

[7]  Kenneth R. Koedinger,et al.  When and how often should worked examples be given to students? New results and a summary of the current state of research , 2008 .

[8]  Laura A. Curry.  The Effects of Self-Explanations of Correct and Incorrect Solutions on Algebra Problem-Solving Performance , 2004 .

[9]  V. Kopp,et al.  Fostering diagnostic knowledge through computer‐supported, case‐based worked examples: effects of erroneous examples and feedback , 2008, Medical education.

[10]  David H. Jonassen,et al.  Learning by self-explaining causal diagrams in high-school biology , 2012 .

[11]  Matthew W. Lewis,et al.  Self-Explonations: How Students Study and Use Examples in Learning to Solve Problems , 1989, Cogn. Sci..

[12]  Martin Reisslein,et al.  Optimizing Worked‐Example Instruction in Electrical Engineering: The Role of Fading and Feedback during Problem‐Solving Practice , 2009 .

[13]  Richard E. Mayer,et al.  Using erroneous examples to improve mathematics learning with a web-based tutoring system , 2014, Comput. Hum. Behav..

[14]  Vincent Aleven,et al.  An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor , 2002, Cogn. Sci..

[15]  Michelene T. H. Chi,et al.  Self-Explanations: How Students Study and Use Examples in Learning To Solve Problems. Technical Report No. 9. , 1987 .

[16]  H. Simon,et al.  Learning Mathematics From Examples and by Doing , 1987 .

[17]  P. Barrouillet,et al.  Time and cognitive load in working memory. , 2007, Journal of experimental psychology. Learning, memory, and cognition.