The Effects of Learning from Correct and Erroneous Examples in Individual and Collaborative Settings

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > journal & Dissertation > Item 987654321/107622

Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/107622

Title:	The Effects of Learning from Correct and Erroneous Examples in Individual and Collaborative Settings
Authors:	陳德懷;Yang, Zong-kai;Wang, Meng;Cheng, Hercy N. H.;Liu, San-ya;Liu, Lin;Chan, Tak-Wai
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Cognition & reasoning;Cognitive Ability;Cognitive Processes;Cooperative Learning;Difficulty Level;Education;Educational Policy and Politics;Educational Technology;Elementary School Students;Error Correction;Error Patterns;Factor Analysis;Grade 3;Instructional Design;International and Comparative Education;Learning;Learning Activities;Learning and Instruction;Mathematics Instruction;Metacognition;Prior Learning;Problem Solving;Regular Article;Short Term Memory;Skill Development;Sociology of Education;Subtraction;Thinking Skills
Date:	2016-04-01
Issue Date:	2026-04-23 14:19:43 (UTC+8)
Publisher:	Singapore: Springer Singapore
Abstract:	摘要： Research indicates that learning from erroneous examples (EE) is superior to correct examples because errors may provide students with a stimulus to spontaneously produce more self-explanations, leading to better learning outcomes. However, because most studies were conducted in individual settings, it remains an open question whether the advantage of EE could be reproduced in collaborative settings. Therefore, this study used a 2 × 2 factorial design varying in example types (correct vs. erroneous examples) and learning settings (individuals vs. collaboration). An experimental study of a 2-week course on subtraction for third grade students was conducted ( N = 109). Results indicated that collaborative learning may enhance the transfer knowledge of subtraction. The improvements were still maintained over 2 weeks. In addition, collaboration also facilitated students’ confidence in handling errors. However, there was no significant difference in promoting isomorphic and transfer knowledge between learning from correct and erroneous examples. Additionally, this study also explored the absence of the intended benefit of erroneous examples from a cognitive load perspective. 其他題名： Asia-Pacific Edu Res 出版者： Singapore: Springer Singapore 出版日期： 2016-04 出處： The Asia-Pacific education researcher, 2016-04, Vol.25 (2), p.219-227 資源來源： Education Resources Information Center (ERIC) 版權： De La Salle University 2015 版權： De La Salle University 2016 識別號： ISSN: 0119-5646 識別號： EISSN: 2243-7908 識別號： DOI: 10.1007/s40299-015-0253-2
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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