ERIC Number: EJ1078813
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Reference Count: 66
Delayed Learning Effects with Erroneous Examples: A Study of Learning Decimals with a Web-Based Tutor
McLaren, Bruce M.; Adams, Deanne M.; Mayer, Richard E.
International Journal of Artificial Intelligence in Education, v25 n4 p520-542 Dec 2015
Erroneous examples--step-by-step problem solutions with one or more errors for students to find and fix--hold great potential to help students learn. In this study, which is a replication of a prior study (Adams et al. 2014), but with a much larger population (390 vs. 208), middle school students learned about decimals either by working with interactive, web-based erroneous examples or with more traditional supported problems to solve. The erroneous examples group was interactively prompted to find, explain, and fix errors in decimal problems, while the problem-solving group was prompted to solve the same decimal problems and explain their solutions. Both groups were given correctness feedback on their work by the web-based program. Although the two groups did not differ on an immediate post-test, the erroneous examples group performed significantly better on a delayed test, given a week after the initial post-test (d?=?0.33, for gain scores), replicating the pattern of the prior study. Interestingly, the problem solving group reported liking the intervention more than the erroneous examples group (d?=?0.21 for liking rating in a questionnaire) and found the user interface easier to interact with (d?=?0.37), suggesting that what students like does not always lead to the best learning outcomes. This result is consistent with that of desirable "difficulty" studies, in which a more cognitively challenging learning task results in deeper and longer-lasting learning.
Descriptors: Intelligent Tutoring Systems, Web Based Instruction, Arithmetic, Mathematics Instruction, Middle School Students, Teaching Methods, Problem Solving, Pretests Posttests, Instructional Effectiveness, Student Attitudes, Computer Interfaces, Usability
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A