A Framework for Learning From Erroneous Examples and Meta-Analysis of Empirical Research
Review of Educational Research, 2025 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2025
- Doi Numarası: 10.3102/00346543251390901
- Dergi Adı: Review of Educational Research
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Child Development & Adolescent Studies, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Psycinfo
- Anahtar Kelimeler: erroneous example, instructional design/development, instructional practices, instructional support, learning from errors, learning from failure, learning processes/strategies, meta-analysis, worked example
- TED Üniversitesi Adresli: Evet
Özet
While there is ample theoretical and empirical evidence detailing which conditions benefit learning from one’s own errors, the evidence on learning from others’ errors has not yet been synthesized. In this meta-analysis, we examine the overall impact of erroneous examples on learning and the effects of potential moderating variables based on a novel framework. Following the robust variance estimation method, we synthesized findings from 42 papers (177 effect sizes) comparing erroneous examples with correct examples or problem-solving in experimental studies. The results revealed a statistically significant but weak effect of erroneous examples on learning (g = .136). Further analysis indicated a statistically significant moderating effect of the design of error-explanation activities. Specifically, providing self-explanation prompts or instructional explanations enhanced learning from erroneous examples more than not providing any error explanations. Our findings draw attention to the design of error explanation activities as well as several areas for future research.