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Revising Learner Misconceptions Without Feedback: Prompting for Reflection on Anomalies
EducationCHI 2016

Revising Learner Misconceptions Without Feedback: Prompting for Reflection on Anomalies

J. J. Williams, T. Lombrozo, et al.

Discover how instructors can leverage anomalies to guide learners in revising misconceptions without feedback. Research by Joseph Jay Williams, Tania Lombrozo, Anne Hsu, Bernd Huber, and Juho Kim reveals that explaining multiple anomalies simultaneously is key to driving correct belief revision in statistics learners.... show more
Introduction
Literature Review
Methodology
Key Findings
Discussion
Conclusion
Limitations
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