Abstract

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.

摘要

在大多数学习环境中，错误是不可避免的，但在适当的条件下，它们可能对学习有益。先前的研究表明，产生错误并从错误中学习可以促进知识的保留、更高层次的学习和自我调节。本综述提出了一个综合理论模型来解释从自生错误中学习的两个主要阶段：生成错误（GE）阶段，通过语义相关的先验知识激活有助于学习，以及检测和纠正错误（DCE）阶段，这有助于在处理和比较一个人的回答与提供的参考信息时通过自我解释来学习，以促进高质量的内部反馈。我们的模型根据先前的实证研究确定了支持每个阶段的一般设计原则。