Background: Errors can provide informative feedback and exhibit a high potential for learning gains. Affective-motivational and action-related reactions to errors are two forms of error adaptivity that have been shown to enhance learning outcomes from errors. However, little is known regarding the development and contextual conditions of students'…

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…

Background/purpose: It is an urgent necessity to identify geometric conceptual errors among students at different levels. These errors cannot be ignored, as they hinder the learning of related concepts. Teachers need to be aware of these errors, which are often embedded in students' cognitive structures, so that they can work on eliminating them…

Students' literacy development in middle school has important implications for their academic trajectories, both in high school and beyond. In this paper, we present a systematic response analysis of sixth grade students' attempts to generate the main idea of short sections of text. We describe patterns that emerged from our analysis of main idea…

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…

The authors developed an instructional nudges as part of a larger research project. These instructional nudges are designed to be small but powerful changes to teachers' existing practices. Some instructional nudges focus on modifying tasks used in classrooms. In this article, the authors share Rate and Review. The goal of Rate and Review is to…

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…

This qualitative study aims to investigate the mediation strategies employed by teachers who participated in a professional development (PD) course, focusing on the teaching of Grade 9 linear equations. Within the context of the PD course, teachers engaged with various pedagogical approaches for teaching linear equations and other secondary school…

Speaker diarization, the process of identifying "who spoke when" in audio recordings, is essential for understanding classroom dynamics. However, classroom settings present distinct challenges, including poor recording quality, high levels of background noise, overlapping speech, and the difficulty of accurately capturing children's…

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…