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ERIC Number: EJ1377155
Record Type: Journal
Publication Date: 2023
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0046-1520
EISSN: EISSN-1532-6985
An Integrated Model of Learning from Errors
Zhang, Qian; Fiorella, Logan
Educational Psychologist, v58 n1 p18-34 2023
Errors are inevitable in most learning contexts, but under the right conditions, they can be beneficial for learning. Prior research indicates that generating and learning from errors can promote retention of knowledge, higher-level learning, and self-regulation. The present review proposes an integrated theoretical model to explain two major phases of learning from self-generated errors: the Generating Errors (GE) phase, which contributes to learning via semantically related prior knowledge activation, and the Detecting and Correcting Errors (DCE) phase, which contributes to learning via self-explanation when processing and comparing one's responses with provided reference information to promote high-quality internal feedback. Our model identifies general design principles that support each phase based on prior empirical research. We conclude by identifying research gaps and future directions regarding specific design features of the GE and DCE phases and the role of students' emotion, motivation, and individual differences in learning from errors.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1955348; 2055117