This quantitative quasi-experimental study analyzed the impact of error-based learning (EBL) and learning analytics (LA) on the historical thinking skills of 107 pre-service primary teachers. The intervention group (66 students) used sources with controlled errors, while the control group (41 students) used unmodified sources. Learning analytics, via interactive questionnaires, assessed students' understanding across six dimensions of historical thinking. Results showed significant improvement in historical thinking for the intervention group, and LA data effectively predicted later test results. This highlights the potential of combining EBL and LA for teacher training.

Sergio Tirado-Olivares, Ramón Cózar-Gutiérrez, Carlota López-Fernández, José Antonio González-Calero