The Effect of In-Game Errors on Learning Outcomes

• In Event: Understanding the Cognitive Processes Tapped by Complex Assessments

Abstract

While some theorists believe that student errors have a negative effect on learning because they increase frustration and reduce motivation, other theorist believe that errors, if addressed correctly, can have a positive effect on learning due to the improved mental model that results from the correction of errors. This study examines the effects of two specific types of errors students made in an educational video game about the addition of fractions, partitioning errors and unitizing errors, to determine whether those errors had positive or negative effects on learning. Results indicate that unitizing errors had a negative effect on learning whereas partitioning errors may have had a positive effect, providing useful suggestions for improving the instructional function of the game.

Authors

• Deirdre Song Kerr, University of California - Los Angeles

• Gregory K.W.K. Chung, University of California - Los Angeles