Erroneous examples: effects on learning fractions in a web-based setting
by Dimitra Tsovaltzi; Bruce M. McLaren; Erica Melis; Ann-Kristin Meyer
International Journal of Technology Enhanced Learning (IJTEL), Vol. 4, No. 3/4, 2012

Abstract: Learning from errors can be a key 21st century competence, especially for informal learning where such metacognitive skills are a prerequisite. We investigate whether, how and when web-based interactive erroneous examples promote such competence, and increase understanding of fractions and learning outcomes. Erroneous examples present students with common errors or misconceptions. Three studies were conducted with students of different grade levels. We compared the cognitive, metacognitive, conceptual, and transfer learning outcomes of three conditions: a control condition (problem solving), a condition that learned with erroneous examples without help, and a condition that learned with erroneous examples with error detection and correction support. Our results indicate significant metacognitive learning gains of erroneous examples with help for 6th-graders. They also show cognitive and conceptual learning gains for 9th and 10th-graders when additional help is provided. No effects were found for 7th-graders. We discuss the implications of our findings for instructional design.

Online publication date: Wed, 31-Dec-2014

The full text of this article is only available to individual subscribers or to users at subscribing institutions.

 
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.

Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.

Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Technology Enhanced Learning (IJTEL):
Login with your Inderscience username and password:

Username:        Password:          Forgotten your password?

Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.

If you still need assistance, please email subs@inderscience.com