More confusion and frustration, better learning: The impact of erroneous examples

J. Elizabeth Richey; Juan Miguel L. Andres-Bray; Michael Mogessie; Richard Scruggs; Juliana M.A.L. Andres; Jon R. Star; Ryan S. Baker; Bruce M. McLaren

Computers & Education Vol. 139, No. 1 (October 2019) pp. 173–190

Prior research suggests students can sometimes learn more effectively by explaining and correcting example problems that have been solved incorrectly, compared to problem-solving practice or studying correct solutions. It remains unclear, however,...

Language: English