Abstract
We present students with common errors of others in the context of an intelligent tutoring system (ITS). We conducted two studies with students of different curriculum levels to measure the effects of learning through such erroneous examples. We report that erroneous examples with additional support can assist lower curriculum level students develop better meta-cognitive skills. © 2010 Springer-Verlag.
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Tsovaltzi, D., McLaren, B. M., Melis, E., Meyer, A. K., Dietrich, M., & Goguadze, G. (2010). Learning from erroneous examples. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 6095 LNCS, pp. 420–422). https://doi.org/10.1007/978-3-642-13437-1_90
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