Achievement and Motivation When Learning From Errors Through Tasks With Typical Errors

• In Event: Poster Session 17
  In Poster Session: Cognition and Motivation in STEM

Abstract

This study investigates how exposing learners to tasks-with-typical-errors affects achievement and motivation. In a pre-test -- treatment -- post-test design students' achievement level and motivation for solving fraction tasks was assessed (N=42). In the treatment students worked either 3 sessions of 30 minutes each with a set of fraction tasks-with-typical-errors (TWTE), or with conventional fraction tasks. TWTE compared to conventional exercises are neither more nor less beneficial or detrimental for learners’ achievement and motivation. Yet, learners with high prior knowledge had a slightly higher learning gain and a significantly higher gain in perceived competence when exercising with TWTE compared to conventional tasks. Hence, TWTE should be included into educational practice in particular in later stages of learning.

Authors

• Susanne Narciss, Technical University of Dresden

• Stefan Berger, Technical University of Dresden

• Anja Eichelmann, Technical University of Dresden