A Framework for Learning From Erroneous Examples and Meta-Analysis of Empirical Research
Bibliographic Data
| ID | 21380992 |
|---|---|
| Authors | Ecenaz Alemdag (0000-0003-2645-4732, Dresden University of Technology, corresponding author), Anja Eichelmann (FSD - Central Agency for Periodic Technical Inspection), Susanne Narci (0000-0002-4280-6534, Dresden University of Technology) |
| Year | 2025 |
| Publication date | 2025-11-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Review of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0034-6543 • E-ISSN: 1935-1046 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00346543251390901 |
| OpenAlex | W4416411508 |
| Language | EN |
| References cited | 113 |
While there is ample theoretical and empirical evidence detailing which conditions benefit learning from one’s own errors, the evidence on learning from others’ errors has not yet been synthesized. In this meta-analysis, we examine the overall impact of erroneous examples on learning and the effects of potential moderating variables based on a novel framework. Following the robust variance estimation method, we synthesized findings from 42 papers (177 effect sizes) comparing erroneous examples with correct examples or problem-solving in experimental studies. The results revealed a statistically significant but weak effect of erroneous examples on learning (g = .136). Further analysis indicated a statistically significant moderating effect of the design of error-explanation activities. Specifically, providing self-explanation prompts or instructional explanations enhanced learning from erroneous examples more than not providing any error explanations. Our findings draw attention to the design of error explanation activities as well as several areas for future research
Design of experiments · Empirical evidence · Empirical research · Error Analysis · Estimation · Learning effect · Moderation · Variance (accounting) · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Visual and Cognitive Learning Processes
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| Citation velocity | historical |
|---|---|
| Highly cited | No |