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支持性错误反促进学生对错误的适应性反应:意大利中学生有针对性的在线干预的证据
Annalisa Soncini1, Maria Cristina Matteucci2, Carlo Tomasetto3
1Research Center for Developmental, Family and Systems Psychology (Défasy), Free University of Brussels, Bruxelles, Belgium.
The British journal of educational psychology
|March 18, 2024
概括
在线学习中的支持性错误反鼓励学生对错误的适应性反应,促进更好的学习方法. 这项研究强调了反类型对学生参与和学习策略的影响.
科学领域:
- 教育心理学教育心理学
- 人与计算机的交互
- 学习科学 学习科学
背景情况:
- 对错误的适应反应对于学生的学习至关重要.
- 错误反在促进这些适应反应中的特定作用仍未得到充分研究.
研究的目的:
- 调查支持性错误反是否增强了学生对错误的适应性反应.
- 为了确定支持性错误反是否能改善在线教育环境中的学习成果.
主要方法:
- 为中学生设计了一个在线教学单元干预.
- 学生 (N=250) 被随机分配到支持或阻止错误反条件.
- 干预包括前测试,基于错误的反培训,以及测试后测量反应和学习.
主要成果:
- 支持性反导致了对错误的更适应的情感-动机和以行动为导向的反应.
- 对错误的适应性行动反应与测试后的学习成绩没有直接相关.
- 情感-动机反应调解了反类型和行动反应之间的关系.
结论:
- 支持性错误反可以促进学生对在线学习环境中的错误采取更具适应性的方法.
- 这些发现可以指导在线教育工具的设计,鼓励对错误进行建设性处理.
- 需要进一步的研究才能充分理解错误反应与学习成果之间的联系.
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