Academic Journal
Learning From Erroneous Worked Examples: The Influence of Prompting, Scaffolding, and Prior Knowledge.
| Τίτλος: | Learning From Erroneous Worked Examples: The Influence of Prompting, Scaffolding, and Prior Knowledge. |
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| Συγγραφείς: | Beege, Maik1,2 (AUTHOR) maik.beege@ph-freiburg.de, Krieglstein, Felix3 (AUTHOR), Wesenberg, Lukas3 (AUTHOR), Loibl, Katharina1,4 (AUTHOR), Schneider, Sascha5 (AUTHOR) |
| Πηγή: | Journal of Educational Psychology. Oct2026, Vol. 118 Issue 7, p1227-1249. 23p. |
| Θεματικοί όροι: | *Cognitive load, *Computer programming education, *Prior learning, *Teaching aids, *Educational outcomes, *Instructional systems design, *Prompts (Psychology) |
| Περίληψη: | Learning from erroneous worked examples may be beneficial compared with correct worked examples. However, prompting, scaffolding, and prior knowledge of the learners may moderate these effects. In two experiments, participants learned about the basics of programming in JAVA in a two-phase instructional design. In Study 1, the effects of including errors, prompting, and prior knowledge induction were in focus. A total of 149 participants were randomly assigned to one group of a 3 (type of example: erroneous examples with troubleshooting prompts vs. correct examples with troubleshooting prompts vs. correct examples with self-explanation prompts) × 2 (prior knowledge induction: with vs. without) between-subjects design. Results showed no influence of the type of example on learning outcomes. However, instructional efficiency decreased when learners' troubleshooting prompts were combined with correct or erroneous examples. In Study 2, scaffolding and prior knowledge induction were investigated. Overall, 172 participants were assigned into one cell of a 3 (error processing: search and correct errors vs. correct errors vs. reflect on corrected errors) × 2 (prior knowledge induction: with vs. without) between-subjects design. Comparable to Study 1, learning outcomes were unaffected, but the need to search and/or correct errors decreased efficiency. Prior knowledge induction increased efficiency. It is essential to consider the effect of intermediate knowledge after a first instructional phase on subsequent instructional phases when discussing accuracy and the impact of accuracy on learning outcomes. Results are interpreted in light of cognitive load theory, current research on learning with errors, and the contrast between learning and problem-solving goals. Educational Impact and Implications Statement: This article highlights crucial considerations for instructional design when using erroneous examples in learning environments. Although searching for and correcting errors increases practice time, it does not necessarily enhance learning outcomes or instructional efficiency, suggesting that reflective practices on already corrected errors are more effective. The importance of intermediate knowledge becomes evident as it plays a significant role in learning success, particularly in complex practice phases, underscoring the necessity of a well-coordinated multiphase instructional approach. In addition, although incorporating errors in worked examples is meant to engage learners, this article reveals that this may lead to reduced efficiency due to increased cognitive demands without improving learning. For novice learners, presenting correct examples initially and ensuring accurate error correction, potentially through feedback, is recommended to avoid cognitive overload and support learning effectively. [ABSTRACT FROM AUTHOR] |
| Βάση Δεδομένων: | Academic Search Index |
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