Learning from failure: a meta-analysis of the empirical studies
Learning from failure: a meta-analysis of the empirical studies
复制标题
DOI：
10.1007/s11423-018-9579-9
复制
发表时间：
2018-10-01
影响因子：
5
通讯作者：
Sayilir, Erkan
中科院分区：
文献类型：
--
作者：
Darabi, Aubteen;Arrington, Thomas Logan;Sayilir, Erkan
作者搜索了五个学术数据库，寻找十年来研究从失败中学习作为一种教学策略的研究出版物。在187篇出版物中，有62篇被发现与这一主题有关，其中只有12篇使用实验设计来审查这一问题，并报告了适用于荟萃分析的统计数据。这些研究也只代表了我们搜索的两个领域--生产性失败和失败驱动的记忆。关于这一主题的少量实验研究清楚地表明了这一领域的实验研究状况。然而，对于从失败中学习的效果来说，他们揭示了一个适度积极的结果。对调节变量的检验表明，参与者的年级水平、主题领域和研究持续时间，虽然在解释所检查的研究之间的差异方面并不显著，但显示出正的中等效应大小。我们的研究结果对教学设计的影响和研究的局限性也进行了讨论。
The authors searched five scholarly databases for a decade of research publications examining learning from failure as an instructional strategy. Out of 187 publications, 62 were found to be relevant to the topic from which only 12 used experimental design to examine the issue and reported statistics appropriate for meta-analysis. The studies also represented only two of our search domains-productive failure and failure-driven memory. The small number of experimental studies on this topic is a telling indication of the state of experimental research in this area. However, they revealed a moderately positive result for the effect of learning from failure. An examination of moderating variables indicated that participants' grade level, subject matter domain, and study's duration, while not significant in explaining the differences across the examined studies, showed positive medium effect sizes. Instructional design implications of our findings and limitations of the study are discussed.