ALoE, Online Learning with Erroneous Examples

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Erroneous examples in the ActiveMath TEL system are solutions including one or more errors that the student is asked to detect and to correct. Our hypothesis is that erroneous examples will give students the opportunity to find and reflect upon errors in a way that will lead to deeper, more robust learning, while at the same time not causing students to feel ashamed or demotivated, as is more likely when their own errors are exposed.

Our goal in ALoE is to help students learn mathematics by presenting erroneous examples together with exercises in a way that is adapted to the student and his/her context. We strive to improve students' cognitive competencies in math learning, as well as their meta-cognitive competencies in error discovery and self-monitoring. If students require help in detecting and correcting errors, ActiveMath will provide it.

Through empirical studies ALoE will not only try to understand when and how learners benefit from the study of erroneous examples and test the benefits of erroneous examples. It will also use that knowledge to extend ActiveMath to present erroneous examples adapted to the learner's needs, i.e. it will also employ -- for the first time -- the potential of technology-enhanced learning to make the examples beneficial for more students through tailored problem selection, frequency, help, and interaction type.


DFG - Deutsche Forschungsgemeinschaft

DFG - Deutsche Forschungsgemeinschaft

Projekt teilen auf:


Publikationen zum Projekt

Ann-Kristin Thurner, Dimitra Tsovaltzi, Michael Dietrich,

In: Vincent Aleven, Judy Kay, Jack Mostow (Hrsg.). Proceedings of the 10th International Conference Intelligent Tutoring Systems - Bridges to Learning. International Conference on Intelligent Tutoring Systems (ITS-2010) 10th June 14-18 Pittsburgh PA United States Seiten 420-422 LNCS 6094 and 6095 Springer 6/2010.

Zur Publikation
Dimitra Tsovaltzi, Michael Dietrich, Ann-Kristin Thurner

In: Marcus Specht, Ulrike Cress, (Hrsg.). Proceedings of the Fourth European Conference on Technology Enhanced Learning. European Conference on Technology Enhanced Learning (EC-TEL-2009) Learning in the Synergy of Multiple Disciplines September 29-October 2 Nizza France Seiten 688-693 Lecture Notes in Computer Science (LNCS) 5794 Springer-Verlag Heidelberg 2009.

Zur Publikation

Deutsches Forschungszentrum für Künstliche Intelligenz
German Research Center for Artificial Intelligence