Background: Although it is well established that students' adaptive reactions towards errors promote learning outcomes, little is still known about the role of error feedback in promoting these reactions. Aim: Through a targeted intervention based on an online teaching unit, this study aimed at testing whether supportive error feedback promotes…

Subject (e.g., math) problems often have deep rationales and concepts underlying them. Accordingly, when students solve these problems, they are prone to making errors that expose their misunderstandings and are difficult to correct. Previous research has shown the benefits of teacher feedback in learning from errors, but the effectiveness of…

The Coventry Grid (CG) seeks to address clinicians' concerns over the misdiagnosis of autistic spectrum conditions (ASC) and attachment problems (AP). While literature exists exploring the clinical benefits of the CG, and recent modifications have included the Pathological Demand Avoidance (PDA) profile, its potential in the educational context…

Introduction: Writing in braille and utilizing writing skills are challenging for students with visual impairments. These students may encounter specific challenges and make errors in their braille writing. This research aims to examine errors in braille writing made by eighth-grade students with visual impairments. Methods: This study employed a…

Background: Students make many errors in visual programming. In order to learn from these, it is important that students regulate their emotions and view errors as learning opportunities. Aims: This study aimed to explore to what extent momentary emotions, specifically enjoyment, anxiety and boredom, as well as the error learning orientation of…

Knowledge tracing (KT) is a method to evaluate a student's knowledge state (KS) based on their historical problem-solving records by predicting the next answer's binary correctness. Although widely applied to closed-ended questions, it lacks a detailed option tracing (OT) method for assessing multiple-choice questions (MCQs). This paper introduces…

This study offers a comprehensive investigation of 14-15-year-old students' comprehension of non-Euclidean geometries, with a specific focus on the assessment of their understanding through a 15-itemed test. The primary objective of this research is to assess the current state of students' knowledge and proficiency in non-Euclidean geometries and…