Using Feedback to Improve Learning: Differentiating between Correct and Erroneous Examples

Meng Wang; Zong Kai Yang; San Ya Liu; Hercy N.H. Cheng; Zhi Liu

doi:10.1109/ISET.2015.28

Using Feedback to Improve Learning: Differentiating between Correct and Erroneous Examples

Meng Wang, Zong Kai Yang, San Ya Liu, Hercy N.H. Cheng, Zhi Liu

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

4 Citations (Scopus)

Abstract

Research indicates that the combination of correct and erroneous examples has a positive effect on knowledge acquisition and transfer if learners have adequate prior knowledge. If only erroneous examples were provided, students with low prior knowledge may need additional supports so that their procedural skills can be effectively promoted. For this reason, this study, taking subtraction as the learning domain, conducted a 2 × 2 factorial design of quasi-experiment varying in example types (correct vs. erroneous examples) and feedback settings (with vs. without feedback). Results indicated that feedback may promote transfer and retention in learning from worked-out examples. However, there was no significant difference between correct and erroneous examples in helping students learn subtraction procedures. According to the results of our questionnaire on cognitive load, it was likely caused by the complexity of the organization and presentation of erroneous examples. We suggest that clear and intelligible presentation can be supported by computer technologies.

Original language	English
Title of host publication	Proceedings - 2015 International Symposium on Educational Technology, ISET 2015
Editors	Oliver Au, Di Wu, Qingtang Liu, Tak Lam Wong, Fu Lee Wang
Publisher	Institute of Electrical and Electronics Engineers Inc.
Pages	99-103
Number of pages	5
ISBN (Electronic)	9781467373692
DOIs	https://doi.org/10.1109/ISET.2015.28
Publication status	Published - Mar 22 2016
Externally published	Yes
Event	International Symposium on Educational Technology, ISET 2015 - Wuhan, China Duration: Jul 27 2015 → Jul 29 2015

Publication series

Name	Proceedings - 2015 International Symposium on Educational Technology, ISET 2015

Conference

Conference	International Symposium on Educational Technology, ISET 2015
Country/Territory	China
City	Wuhan
Period	7/27/15 → 7/29/15

Keywords

erroneous examples
feedback
meta-level feedback
worked-out examples

ASJC Scopus subject areas

Human-Computer Interaction
Education
Computer Networks and Communications
Computer Science Applications

Access to Document

10.1109/ISET.2015.28

Cite this

Wang, M., Yang, Z. K., Liu, S. Y., Cheng, H. N. H., & Liu, Z. (2016). Using Feedback to Improve Learning: Differentiating between Correct and Erroneous Examples. In O. Au, D. Wu, Q. Liu, T. L. Wong, & F. L. Wang (Eds.), Proceedings - 2015 International Symposium on Educational Technology, ISET 2015 (pp. 99-103). Article 7439644 (Proceedings - 2015 International Symposium on Educational Technology, ISET 2015). Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/ISET.2015.28

Using Feedback to Improve Learning: Differentiating between Correct and Erroneous Examples. / Wang, Meng; Yang, Zong Kai; Liu, San Ya et al.
Proceedings - 2015 International Symposium on Educational Technology, ISET 2015. ed. / Oliver Au; Di Wu; Qingtang Liu; Tak Lam Wong; Fu Lee Wang. Institute of Electrical and Electronics Engineers Inc., 2016. p. 99-103 7439644 (Proceedings - 2015 International Symposium on Educational Technology, ISET 2015).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Wang, M, Yang, ZK, Liu, SY, Cheng, HNH & Liu, Z 2016, Using Feedback to Improve Learning: Differentiating between Correct and Erroneous Examples. in O Au, D Wu, Q Liu, TL Wong & FL Wang (eds), Proceedings - 2015 International Symposium on Educational Technology, ISET 2015., 7439644, Proceedings - 2015 International Symposium on Educational Technology, ISET 2015, Institute of Electrical and Electronics Engineers Inc., pp. 99-103, International Symposium on Educational Technology, ISET 2015, Wuhan, China, 7/27/15. https://doi.org/10.1109/ISET.2015.28

Wang M, Yang ZK, Liu SY, Cheng HNH, Liu Z. Using Feedback to Improve Learning: Differentiating between Correct and Erroneous Examples. In Au O, Wu D, Liu Q, Wong TL, Wang FL, editors, Proceedings - 2015 International Symposium on Educational Technology, ISET 2015. Institute of Electrical and Electronics Engineers Inc. 2016. p. 99-103. 7439644. (Proceedings - 2015 International Symposium on Educational Technology, ISET 2015). doi: 10.1109/ISET.2015.28

Wang, Meng ; Yang, Zong Kai ; Liu, San Ya et al. / Using Feedback to Improve Learning : Differentiating between Correct and Erroneous Examples. Proceedings - 2015 International Symposium on Educational Technology, ISET 2015. editor / Oliver Au ; Di Wu ; Qingtang Liu ; Tak Lam Wong ; Fu Lee Wang. Institute of Electrical and Electronics Engineers Inc., 2016. pp. 99-103 (Proceedings - 2015 International Symposium on Educational Technology, ISET 2015).

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abstract = "Research indicates that the combination of correct and erroneous examples has a positive effect on knowledge acquisition and transfer if learners have adequate prior knowledge. If only erroneous examples were provided, students with low prior knowledge may need additional supports so that their procedural skills can be effectively promoted. For this reason, this study, taking subtraction as the learning domain, conducted a 2 × 2 factorial design of quasi-experiment varying in example types (correct vs. erroneous examples) and feedback settings (with vs. without feedback). Results indicated that feedback may promote transfer and retention in learning from worked-out examples. However, there was no significant difference between correct and erroneous examples in helping students learn subtraction procedures. According to the results of our questionnaire on cognitive load, it was likely caused by the complexity of the organization and presentation of erroneous examples. We suggest that clear and intelligible presentation can be supported by computer technologies.",

keywords = "erroneous examples, feedback, meta-level feedback, worked-out examples",

author = "Meng Wang and Yang, {Zong Kai} and Liu, {San Ya} and Cheng, {Hercy N.H.} and Zhi Liu",

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AB - Research indicates that the combination of correct and erroneous examples has a positive effect on knowledge acquisition and transfer if learners have adequate prior knowledge. If only erroneous examples were provided, students with low prior knowledge may need additional supports so that their procedural skills can be effectively promoted. For this reason, this study, taking subtraction as the learning domain, conducted a 2 × 2 factorial design of quasi-experiment varying in example types (correct vs. erroneous examples) and feedback settings (with vs. without feedback). Results indicated that feedback may promote transfer and retention in learning from worked-out examples. However, there was no significant difference between correct and erroneous examples in helping students learn subtraction procedures. According to the results of our questionnaire on cognitive load, it was likely caused by the complexity of the organization and presentation of erroneous examples. We suggest that clear and intelligible presentation can be supported by computer technologies.

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Using Feedback to Improve Learning: Differentiating between Correct and Erroneous Examples

Abstract

Publication series

Conference

Keywords

ASJC Scopus subject areas

Access to Document

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