Abstract
In this work, we investigate the effect of presenting students with common errors of other students and explore whether such erroneous examples can help students learn without the embarrassment and demotivation of working with one’s own errors. The erroneous examples are presented to students by a technology enhanced learning (TEL) system. We discuss the theoretical background of learning with erroneous examples, describe our TEL setting, and discuss initial, small-scale studies we conducted to explore learning with erroneous examples.
This research was supported by the German DFG project ALoE (ME1136/7). The authors are solely responsible for its content.
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Tsovaltzi, D., Melis, E., McLaren, B.M., Dietrich, M., Goguadze, G., Meyer, AK. (2009). Erroneous Examples: A Preliminary Investigation into Learning Benefits. In: Cress, U., Dimitrova, V., Specht, M. (eds) Learning in the Synergy of Multiple Disciplines. EC-TEL 2009. Lecture Notes in Computer Science, vol 5794. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-04636-0_69
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DOI: https://doi.org/10.1007/978-3-642-04636-0_69
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