Self-Explaining Supports Students' Learning From Errors

• In Event: AERA Virtual Poster Session 8
  In Poster Session: Motivation and Cognitive Processes

Abstract

College students solved physics problems about one-dimensional motion and studied correct solutions as feedback. Experiment 1 (N=128) followed a 2 × 2-between-subjects design, with feedback redesigned (yes/no) and self-explain errors (yes/no) as factors. Results showed that students who self-explained their errors outperformed students who did not on error correction, but only for those who received standard feedback. Thus, in Experiment 2 (N=73), all students received standard feedback. Then, students either self-explained their errors, self-explained with added support or only studied the feedback. Results showed students who received self-explanation support corrected significantly more errors than unsupported students or students who did not self-explain. Overall, these findings provide initial evidence that students may benefit from prompts and guidance to self-explain their errors.

Authors

• Qian Zhang, University of Georgia

• Logan Fiorella, University of Georgia