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Learning from errors and failure in educational contexts: New insights and future directions for research and
Susanne Narciss1,2, Ecenaz Alemdag1
1Psychology of Learning and Instruction, Technische Universität, Dresden, Germany.
This special issue synthesizes 11 papers on learning from errors and failure in education. It highlights contextual and individual factors, learning processes, and instructional strategies to foster error-resilient learning environments.
Area of Science:
- Educational Psychology
- Learning Sciences
- Instructional Design
Background:
- Current models inadequately address learning from errors and failure.
- This special issue compiles 11 papers on error and failure learning in educational settings.
- Existing research lacks a comprehensive perspective on agents, settings, and support mechanisms.
Discussion:
- Synthesizes findings from 11 papers with existing literature.
- Addresses conceptual (e.g., error vs. failure distinction) and methodological challenges.
- Identifies contextual factors (organizational climate) and individual factors (motivation, emotions) influencing error processing.
Key Insights:
- Learners' processing of errors is influenced by motivational beliefs and emotions.
- Instructional strategies like feedback and prompts can support learning from errors.
- Contextual factors, including organizational and error climate, significantly enable or hinder error learning.
Outlook:
- Provides suggestions for enhancing educational practices to support learning from errors.
- Highlights the need for error-specific measures and instruments in research.
- Paves the way for future research on fostering environments conducive to learning from mistakes.
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