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

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

doi:10.1016/j.compedu.2019.05.012

Cited by 58 publications

(41 citation statements)

References 62 publications

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“…Other recent research has examined the effects of confusion and frustration on learning. Research performance, confusion, and frustration bring about better learning effects for learners [ 69 , 70 , 71 ]. However, this may only apply to certain activities.…”

Section: Discussionmentioning

confidence: 99%

The Influence of Academic Emotions on Learning Effects: A Systematic Review

Tan

Mao

Jiang

2021

IJERPH

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Academic emotions can have different influences on learning effects, but these have not been systematically studied. In this paper, we objectively evaluate the influence of various academic emotions on learning effects and studied the relationship between positive and negative academic emotions and learning effects by using five electronic databases, including WOS, EMBASE, PubMed, PsycINFO, and Google Scholar. According to established standards, a total of 14 articles from 506 articles were included in the analysis. We divided the 14 studies into nine intervention studies and five observational studies; five of the nine intervention studies found that students who used active learning materials performed better and had higher mental loads than those who used neutral learning materials. Positive academic emotions promoted the learning effect. Four of the five observational studies with high school, college, and postgraduate participants reported that regulating academic emotions can improve learning effects. In conclusion, this paper holds that positive academic emotions are better than negative academic emotions at improving academic performance. In future research, a new method combining multichannel video observation, physiological data, and facial expression data is proposed to capture learners’ learning behavior in various learning environments.

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Section: Discussionmentioning

confidence: 99%

The Influence of Academic Emotions on Learning Effects: A Systematic Review

Tan

Mao

Jiang

2021

IJERPH

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“…It has also been shown that analysing one's own solutions and errors may improve learning outcomes (Hughes et al, 2019;Kapur, 2014). Here, however, assessing their own mistakes frequently left students confused or agonized (Di Leo et al, 2019;Richey et al, 2019). Affective challenges such as these have to be addressed if problem-based teaching approaches are to be optimally successful, hence the need to develop metacognitive skills and selfregulation among students.…”

Section: Teaching Approaches In Mathematicsmentioning

confidence: 99%

Meaningful Learning in Mathematics: A Research Synthesis of Teaching Approaches

Koskinen¹,

Pitkäniemi²

2022

INT ELECT J MATH ED

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The premise on which our synthesis is based is the fragmentation of research focused on teaching and learning in mathematics. Our intention is to build an aggregate synthesis from these sources in the context of school education and meaningful learning. Our research targets the links between the different approaches used in teaching, interaction during the teaching-learning process and learning outcomes. Methodologically, our dataset consists of qualitative, quantitative, and mixed-methods studies and meta-analyses. An EBSCO search produced 69 analysis-eligible publications from 2007-2019. According to our findings, the use of contextual, concrete and social approaches promotes meaningful learning in mathematics, although with certain refinements. The analyses revealed that high-quality learning in mathematics requires guidance during student activities and evaluation with immediate feedback during the teaching-learning process. It also requires the skill among teachers to choose suitable contexts and learning tools, and to focus the students' communication on what is relevant. Additional significant factors in a meaningful learning process include an affectively favourable classroom atmosphere and teachers who treat their students as individuals.

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“…Firstly, building on the isolated elements effect which posits that for novices very complex information is at times better separated in individual elements first (Pollock, Chandler, & Sweller, 2002), authors hypothesized that learning would improve if novices are presented with isolated parts of a complex character before being presented with the whole character (i.e., isolated-integrated vs. integrated only). Secondly, drawing on the finding that adding variability across learning tasks helps learners construct more general knowledge and thereby boost test performance (i.e., the variability effect, see: Likourezos, Kalyuga, & Sweller, 2019;Paas & Van Merriënboer, 1994) Richey et al, 2019;Schmitz, Schnabel, Stricker, Fischer, & Guttenstormsen, 2017). The focus on including errors in examples started early in social-cognitive research, where many studies compared the effects of mastery models showing an ideal performance to coping models showing and later on correcting performance errors (e.g., Schunk & Hanson, 1985).…”

Section: Introductionmentioning

confidence: 99%

“…Another important ongoing development in the example literature is a greater focus on learning from (productive) errors. On the one hand, this development describes a rekindled interest in the role of erroneous information in examples (e.g., Richey et al, 2019; Schmitz, Schnabel, Stricker, Fischer, & Guttenstormsen, 2017). The focus on including errors in examples started early in social‐cognitive research, where many studies compared the effects of mastery models showing an ideal performance to coping models showing and later on correcting performance errors (e.g., Schunk & Hanson, 1985).…”

Section: Introductionmentioning

confidence: 99%

Example‐based learning: New theoretical perspectives and use‐inspired advances to a contemporary instructional approach

Hoogerheide

Roelle

2020

Applied Cognitive Psychology

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Decades of research has shown that example-based learning is an effective instructional strategy for learning new skills. The field of learning from examples is seeing a shift in focus towards more innovative and use-inspired research, in part because the use of examples for informal and formal learning purposes has mushroomed. This special issue comprises a set of eight papers in which students learned a procedural skill from worked examples or modeling examples. Each study characterizes a recent development towards more innovative example-based learning research. These developments are: (a) the integration of social-cognitive and cognitive example research, (b) the integration of example-based learning and analogical reasoning research, (c) the extension of traditional Cognitive Load Theory effects, (d) a greater focus on learning from (productive) errors, and (e) more research on individual differences. This special issue concludes with insightful commentary articles written by

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

Cited by 58 publications

References 62 publications

The Influence of Academic Emotions on Learning Effects: A Systematic Review

The Influence of Academic Emotions on Learning Effects: A Systematic Review

Meaningful Learning in Mathematics: A Research Synthesis of Teaching Approaches

Example‐based learning: New theoretical perspectives and use‐inspired advances to a contemporary instructional approach

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