When Failure Prevails: Benefits of Exploration on Learning and Metacognition

• In Event: AERA Poster Session Friday 1:45 pm
  In Poster Session: Instructional Design, Feedback, and Learning Strategies

Abstract

The following study examined the effects of exploratory learning on conceptual knowledge, situational and motivational factors, and metacognitive awareness. Participants completed a simulated classroom study on standard deviation in either an explore-first condition (problem-solving before instruction) or an instruct-first condition (instruction before problem-solving). While posttest scores on taught concepts did not differ between groups, explore-first learners scored significantly higher on inference-based items. Additionally, the explore-first condition led to greater curiosity, perceived knowledge gaps, and metacognitive monitoring. No significant differences emerged for planning, information management, or debugging strategies—potentially due to limited context and access to relevant prior knowledge. These findings highlight the value of exploratory learning for promoting deeper understanding and metacognitive engagement.

Authors

• Ryan James Patrick, University of Georgia

• Marci S. DeCaro, University of Louisville