Finding and fixing errors in worked examples: Can this foster learning outcomes? ☆

By Cornelia S. Grosse, Alexander Renkl. 2007

337 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/7ad3b72713b874db466941ad70914af23a467227

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Fred Paas
2. Tamara van Gog
3. Slava Kalyuga
4. Richard E. Mayer
5. Alexander Renkl
6. John Sweller
7. K. Koedinger
8. J. V. van Merriënboer

In Developmental and Educational Psychology

1. Fred Paas
2. Tamara van Gog
3. John Sweller
4. Alexander Renkl
5. Slava Kalyuga
6. Richard E. Mayer
7. J. V. van Merriënboer
8. K. Koedinger

In Experimental and Cognitive Psychology

1. Fred Paas
2. Tamara van Gog
3. John Sweller
4. Slava Kalyuga
5. Alexander Renkl
6. Richard E. Mayer
7. J. V. van Merriënboer
8. Roxana Moreno

Citations in the corpus

• Incorporating motivation into multimedia learning (2014, result): “Similar to research on guided discovery techniques (Mayer, 2008) and guided learning with erroneous examples (Grosse & Renkl, 2007), this work shows that motivational techniques can improve learning when they can mitigate the potential for extraneous processing or distraction from essential…”
• Cognitive Load Theory: How Many Types of Load Does It Really Need? (2011, methodology): “The concept of germane load has also been used for mostly post hoc explanations of some aspects of learning effects observed with a number of other instructional techniques, for example, presenting multiple solution methods in worked examples (Grofle and Renkl 2006), finding and fixing errors in wor”
• Design-Based Research Within the Constraints of Practice: AlgebraByExample (2015, background): “…students to explain the errors in incorrect solutions, as well as the successful strategy in correct solutions, leads to greater learning than explaining correct solutions only (Durkin & Rittle-Johnson, 2009; Grosse & Renkl, 2004, 2007; Rittle-Johnson, 2006; Siegler, 2002; Siegler & Chen, 2008).”
• Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning (2012, background): “Finding and fixing errors in examples may foster the acquisition of problem-solving skills (see Große & Renkl, 2007), and it can also be expected to direct students’ attention toward assessment of performance (of the model) to some extent.”
• Toward an Instructionally Oriented Theory of Example-Based Learning (2014, background): “, Große & Renkl , 2007 ) .”
• Learning from errors: A model of individual processes (2016, background): “More recent studies have focused on learning from erroneous examples (Eichelmann, Narciss & Schnaubert, 2013; Große & Renkl, 2007).”