Delayed Learning Effects with Erroneous Examples: a Study of Learning Decimals with a Web-Based Tutor
Delayed Learning Effects with Erroneous Examples: a Study of Learning Decimals with a Web-Based Tutor
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DOI：
10.1007/s40593-015-0064-x
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发表时间：
2015-12-01
影响因子：
4.9
通讯作者：
Mayer, Richard E.
中科院分区：
文献类型：
--
作者：
McLaren, Bruce M.;Adams, Deanne M.;Mayer, Richard E.
错误的例子-一步一步的问题解决方案，一个或多个错误，让学生发现和修复-持有很大的潜力，以帮助学生学习。在这项研究中，这是先前研究的复制（亚当斯等人2014），但人口要大得多（390 vs. 208），中学生通过互动学习小数，基于网络的错误例子或更传统的支持问题来解决。错误的例子组被交互地提示发现，解释和修复小数问题中的错误，而问题解决组被提示解决相同的小数问题并解释他们的解决方案。这两个小组都通过基于网络的程序获得了关于他们工作的正确性反馈。虽然两组在立即后测上没有差异，但错误示例组在延迟测试中表现明显更好，在初始后测后一周（d= 0.33，增益分数），复制了先前研究的模式。有趣的是，解决问题组比错误示例组更喜欢干预（问卷中的喜欢评分d= 0.21），并且发现用户界面更容易交互（d= 0.37），这表明学生喜欢的东西并不总是导致最好的学习结果。这一结果与理想难度研究的结果一致，在理想难度研究中，更具认知挑战性的学习任务会导致更深入和更持久的学习。
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= .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= .21 for liking rating in a questionnaire) and found the user interface easier to interact with (d= .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.