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

Meng Wang, Zong Kai Yang, San Ya Liu, Hercy N.H. Cheng, Zhi Liu

研究成果: 書貢獻/報告類型會議貢獻

3 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
主出版物標題Proceedings - 2015 International Symposium on Educational Technology, ISET 2015
編輯Oliver Au, Di Wu, Qingtang Liu, Tak Lam Wong, Fu Lee Wang
發行者Institute of Electrical and Electronics Engineers Inc.
頁面99-103
頁數5
ISBN(電子)9781467373692
DOIs
出版狀態已發佈 - 3月 22 2016
對外發佈
事件International Symposium on Educational Technology, ISET 2015 - Wuhan, 中国
持續時間: 7月 27 20157月 29 2015

出版系列

名字Proceedings - 2015 International Symposium on Educational Technology, ISET 2015

會議

會議International Symposium on Educational Technology, ISET 2015
國家/地區中国
城市Wuhan
期間7/27/157/29/15

ASJC Scopus subject areas

  • 人機介面
  • 教育
  • 電腦網路與通信
  • 電腦科學應用

指紋

深入研究「Using Feedback to Improve Learning: Differentiating between Correct and Erroneous Examples」主題。共同形成了獨特的指紋。

引用此