Learning From Errors in Simulations: How Individual Error Responses Shape Collaborative Problem‐Solving Skills.
Background: In collaborative problem‐solving (CPS), individual errors such as failing to share relevant information are common. These moments can hinder performance, but if learners engage with them productively, they may offer powerful learning opportunities. Simulation‐based learning environments...
| Publicado en: | Journal of Computer Assisted Learning Vol. 42; no. 3; pp. 1 - 21 |
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| Autores principales: | , , , , |
| Formato: | forms research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194050895&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194050895 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2026 vid: 42 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 194050895 194050895 194050895 10.1002/jcal.70251 194050895 ppf: 1 ppct: 20 formats: tig: atl: Learning From Errors in Simulations: How Individual Error Responses Shape Collaborative Problem‐Solving Skills. aug: au: Richters, Constanze Stadler, Matthias Braun, Leah Fischer, Martin R. Heitzmann, Nicole affil: Institute of Medical Education, LMU University Hospital, LMU Munich, Munich, Germany sug: subj: Simulations Problem Solving Education Collaboration Students, Medical Task Performance and Analysis Cognition Skill Acquisition Motivation Learning Methods Human Funding Source Student Attitudes Diagnostic Reasoning Education Radiologists Student Knowledge Learning Environment Questionnaires Inferential Statistics Data Analysis Software Power Analysis Computer-Assisted Instruction Feedback ab: Background: In collaborative problem‐solving (CPS), individual errors such as failing to share relevant information are common. These moments can hinder performance, but if learners engage with them productively, they may offer powerful learning opportunities. Simulation‐based learning environments provide safe opportunities to engage with errors; however, it remains unclear how individual learners respond to their own errors during collaboration and how such responses relate to the development of CPS skills. Objectives: This study examines how students respond to individual errors in simulation‐based CPS tasks (elaborating vs. ignoring), how these responses are shaped by individual cognitive and motivational‐affective prerequisites, and whether they contribute to CPS skill development. Methods: A total of 194 medical students worked on five collaborative diagnostic reasoning tasks with an agent‐based radiologist. Students' responses to their errors in collaborating with the agent were logged and categorised as either elaborating on or ignoring errors. We analysed how these responses changed across tasks, how they related to individual differences in prior knowledge, cognitive ability and motivational‐affective factors, and whether they predicted CPS skill development. Results and Conclusions: Elaborating on errors was associated with improved information sharing and, initially, better task performance, but this effect diminished across tasks. Cognitive ability consistently predicted reduced error ignoring, while prior knowledge and motivational‐affective factors showed weaker effects. The findings highlight the importance of simulation designs that sustain engagement with errors and adapt to individual learner profiles as a pathway to CPS skill development. Summary What is currently known about this topic? ○Collaborative problem solving (CPS) integrates reasoning, coordination, and information sharing.○Individual errors, such as insufficient information sharing, are common in CPS tasks.○Simulations provide structured opportunities to explore and learn from such errors.○Productive engagement with errors in individual problem solving, such as elaboration, is shaped by learners' cognitive and motivational‐affective prerequisites.What does this paper add? ○Students increasingly ignore individual errors across simulation‐based CPS tasks, contributing to the under‐researched collaborative perspective on learning from errors.○Elaborating on errors can support information sharing, but does not always lead to task success.○Cognitive ability appears to be key in reducing unproductive error responses across tasks.○Learning from individual errors in collaborative simulations depends on task design and learner characteristics.Implications for practice/or policy ○A simulation design that embeds error reflection as a central process, not an optional one and adapts to learners' cognitive prerequisites seems beneficial to foster learning from individual errors for CPS skill development.○Simulations may prioritise collaborative process quality, not just task outcomes, to support learning.○Structured feedback (e.g., elaborated explanations) or reflection prompts may help sustain productive error engagement.○Increasing task complexity or introducing novel elements can help learners stay engaged in simulation‐based CPS tasks. pubtype: Academic Journal doctype: forms research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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