AI-Generated Errors as a Learning Tool: Improving Programming Education Through Error Correction

Instructional programs often require that teachers correct student errors. The current project experimentally analyzed the effectiveness and efficiency of two error correction procedures in improving the oral reading of a girl with autism. The project assessed the effectiveness of a Word Supply and a Discrimination error correction procedure at enhancing accurate reading by measuring the number of error corrections required to teach the child to read segments of text from the same book with 100% accuracy. While both error correction procedures proved effective, the Word Supply corrections were more efficient than Discrimination Corrections in terms of both the number of error corrections required per segment of text and the number of instructional sessions required to reach the pre-set accuracy criterion. We discuss these findings and their implications for instructional planning within the context of earlier experimental work related to error correction procedures. Keywords: error correction, reading, autism, discrimination. ********** Wherever teaching and learning happen, erring also probably happens. Accordingly, teachers should invest time, energy, and effort in designing, implementing, and evaluating error correction procedures they use with their students. How teachers correct errors their students make should constitute an important part of any instructional system (Heward, 1997) and may play an even more important for students with special needs such as autism, who often present quite a challenge to even the most skilled teachers. (Scott et al., 2000) One may consider error corrections as one type of feedback that teachers give students. This feedback seeks to increase the probability that students will respond accurately in the future. Hogin (1996) distinguishes between three types of feedback that teachers might give students: (a) feedback given based on correct performance, (b) feedback given based on incorrect performance, and (c) feedback given based on both correct and incorrect performance. Kulvahy (1977) reviewed published literature on feedback in writing instruction and determined that feedback based on incorrect responses (error correction) proved most effective at increasing the accuracy of student performance. Falvey, et al. (1980) as cited in Wolery, et al. (1988) defined error correction procedures as teacher-delivered feedback that occurs contingent upon a student responding incorrectly to a stimulus. Wolery, et al. (1988) suggested that teachers should group error corrections based on the suspected cause of the error. For example, Wolery et al. (1988) would classify error corrections that occur because a student lacks a prerequisite skill differently than corrections for errors caused by student inattention. In instruction of students' textual behavior (1), behavioral researchers have evaluated two specific methods of correcting student errors: Word Supply error corrections and Discrimination error corrections. Word Supply error corrections involve providing the student with the full correct answer when the student makes a mistake. Discrimination corrections involve the teacher establishing a conditional discrimination within a student's repertoire by asking the student to respond differentially based on some feature of the textual cue that should have occasioned a correct response but did not. An example of a Discrimination correction would include asking a student to respond to the words Cat and Cats because the student said Cat when presented with the word Cats. In this example, only a portion of the stimulus (the letters c, a, and t, but not the letter s) controlled the student's textual behavior. When evaluating these two methods of correcting student errors with young typically developing learners who had difficulty with their reading skills, Carnine (1980) found that error correction procedures that involved highlighting phonemes were more effective than Word Supply error corrections. …

The ability to recognize and correct errors in one's explanatory understanding is critically important for learning. However, little is known about the mechanisms that determine when and under what circumstances errors are detected and how they are corrected. The present study investigated thought experiments as a potential tool that can reveal errors and trigger belief revision in the service of error correction. Across two experiments, 1149 participants engaged in reasoning about force and motion (a domain with well-documented misconceptions) in a pre-training-training-post-training design. The two experiments manipulated the type of mental model manipulated in the thought experiments (i.e., whether participants reasoned about forces acting on their own bodies vs. on external objects), as well as the level of relational and argumentative reasoning about the outcomes of the thought experiments. The results showed that: (i) thought experiments can serve as a tool to elicit inconsistencies in one's representations; (ii) the level of relational and argumentative reasoning determines the level of belief revision in the service of error correction; and (iii) the type of mental model manipulated in a thought experiment determines its outcome and its potential to initiate belief revision. Thought experiments can serve as a valuable teaching and learning tool, and they can help us better understand the nature of error detection and correction systems.

Discussions of pedagogy and instructional design often entail their impact upon the cognitive systems of learners, knowledge transfer, and efforts to organize, facilitate and evaluate learning activities. Learning systems have undergone a demonstrable shift in focus from those based in instructivist theory and approaches (logical positivism and identifiable/fixed truth) to constructivist concepts (knowledge as a social construction) and practices, particularly as they take shape in the activities comprising problem-based learning (PBL). A technological one has accompanied this pedagogical shift. The Internet has made possible a transformation and increase in the methods of implementing the best practices and reaching greater numbers of potential learners through systems of distributed education. This paper examines how the design and implementation of problem solving tools used in programming instruction are complementary with both the fundamental theories of problem-based learning (PBL) and the pedagogy and practices of distributed education environments. A discussion of how such learning tools can be used to bridge the constructivist foundation of PBL with the needs of distributed education is suggested. We then consider how combining PBL, web-based distributed education and a problem solving environment can create effective learning environments in a variety of disciplines and modes.

This study examines how Saudi EFL students feel about using CBF in their writing classes and what they think it can offer them as a learning tool. The research method is descriptive-analytic, and a questionnaire is used to collect responses. Sixty-five Saudi English as a Foreign Language (EFL) students from the fourth year of the English language program at King Saud University in Riyadh make up the study population. The entire research population constitutes the sample for this study. The findings indicate that Saudi EFL students positively perceive CBF in their writing classes. They perceive CBF as beneficial for improving their revision process, reducing the workload associated with error correction, and providing insightful comments. The students also believe that CBF saves time and effort while offering sufficient explanations for errors. In addition, the results show that Saudi EFL students view CBF favorably and choose to implement it in their writing classes. However, the study emphasizes enhancing students’ awareness of CBF and training them on its optimal use. The study suggests that integrating CBF tools into writing classes can provide positive learning experiences, but instructors should ensure that students receive proper training to utilize CBF effectively.

<p>Instagram, famous for its easy picture and video sharing features, also has some other features, such as quiz, question, and poll, which can be used as English learning tools. The incorporation of Instagram becomes a valuable resource as most university students use Instagram. This study aims to explore those features and to investigate students’ perceptions of Instagram as learning tools. The research participants are 50 students who speak English as a foreign language (EFL) studying at a university which applies English as a medium of instruction (EMI). The participants follow the researcher’s Instagram account and are notified by email for every new post. They, therefore, can view and participate in those posts. The data is gathered from an online questionnaire. The results suggest that quiz is favored for its surprisingly effective function as a correction tool for common errors. In addition, cartoon post is favored as it provides funny and contextual use of the vocabulary which makes the vocabulary memorable. Hence, Instagram becomes effective English learning environment, which is supplementary to English classes, especially as an error correction and source of vocabulary input reaching massive number of students with only one post.</p>

The importance of play as a learning tool must be considered in the educational and learning process of the student-patients who are hospitalized in health centers. Hospital Teaching is not widely used in our country, nor do we have Hospital Teaching Programs established by the Government. However, there are Agencies of Non-Governmental Organizations engaged in providing education and recreation for children and adolescents suffering from illness and who are hospitalized. For this reason, Hospital Teaching Programs provide education and use play as a learning and recreational tool to enhance the development of social and soft skills.

COVID-19 pandemic has led to changes in all areas of human activity, and they have not escaped the education system. One of the new and most highly effective and, especially relevant, areas of improvement in the educational process of higher education is the use of distance learning. The aim of the research: to analyze the opportunities, advantages and disadvantages of using distance learning at a medical university. Distance learning is a form of learning with the use of computer and telecommunication technologies, which provide interaction of teachers and students at different stages of learning and independent work with materials from the information network. There are a number of platforms and applications as tools for effective, interesting and interactive learning: Moodle, Google Classroom, Zoom, Skype, Google Hangouts, WebEx, MyOwnConference, Microsoft Teams. Distance learning includes a set of the following components: providing educational material to the student; means of monitoring student performance; student consultations by the program-teacher; means of interactive cooperation between teacher and student; the ability to quickly add new information to the course, error correction. Ivano-Frankivsk National Medical University uses Microsoft Teams as a tool for distance learning. Microsoft Teams is a state-of-the-art real-time video conferencing tool that integrates all Office 365 tools, gathers up to 300 participants, and holds meetings lasting up to 24 hours. Also, this service includes communication in general chat and personal messages, shared access to educational materials in various formats, access to the cloud environment, control of the level of knowledge can be carried out in the form of an oral interview and with the use of test tasks, sending files, it is possible to record video conferences, screen demonstrations, presentations, web pages, use the board. Distance learning has a number of advantages such as: flexibility, relevance, convenience, modularity, cost-effectiveness and the ability to simultaneously use a large amount of educational information for any number of students, interactivity, removing psychological barriers to communication, blurring borders, no direct contact between people, which allows to actively learn even during illness or self-isolation. However, despite these advantages, we should not forget about the disadvantages. Distance education requires a certain level of hardware and software. No matter how accessible computer distance education may seem, it requires the learner to have a computer and Internet access, which not everyone has. These also include: the need for a certain level of hardware and software, depersonalization of communication, negative impact on students' health, problems with mastering practical skills, lack of direct communication with patients, inability to participate in professors wardrounds, supervise patients. As for carrying out diagnostic procedures using special devices and tools, it is an indisputable fact: you can watch videos about a certain manipulation many times, you may perfect know the algorithm of its performance, but without ever trying to do it yourself, it is impossible to master this manipulation. Studying at a medical university has its own specifics, so distance learning cannot completely replace the traditional educational process and prepare future doctors for further practice.

The purpose of this article is to take a critical look at the new school texts developed based on the new competence-based curriculum applied as an innovation in the elementary 9-year and pre-University education. These texts play quite an important role in the social development of the students, whose knowledge of literature (narration, description, argumentation, and information) and language are intertwined to build their communication skills. Being newly introduced, its review requires special care and attention to see how the new teaching programs are translated into texts, i.e. the students' learning tools. The article looks into how topics and are treated in the new texts of the Albanian language and literature in terms of efficiency and usefulness for the students. The texts were reviewed on the basis of certain indicators, such as: level of adaptation to the students' needs, interests, and skills, relevance of the texts to the program content and objectives, clarity of presentation on the computer pages, number of pictures, graphs, maps, external characteristics of texts, clarity of objectives, elaboration of the chapters, the methods used, the explanatory language and its relevance to the students' needs, etc. The study focused on the school books of the Albanian Language used from the 10th to the 12th grade in 2018-2019 in one of the most well-known high schools of the capital, “Petro Nini Luarasi”. Taking into account the young age of these texts and the challenges that they will have to overcome with time, it is deemed reasonable to have this study contributing to ensuring perfect development in the future. The texts of Albanian Language and Literature are the only texts compiled by national authors, and based on modern models and on their authors' views, didactic choices, preferred conceptual treatments, and their subjectivity translated into a physical object, i.e. a text produced by the printing house. It is, however, still early to talk about consolidated texts, given that they were only introduced with the competence-based curriculum in 2016-2017 only, for the subject of Albanian Language for the 10th grade. Some of the issues related with this text could be addressed by including specialized teachers in evaluating such texts, collecting feedback from teachers and reflecting their comments and suggestions in the improved editions, and establishing an observation mechanism for school texts, i.e. a good practice applied in developed countries. The quality of the curriculum is key to ensuring successful education, cultivating students’ skills and values, and it therefore requires continued research and constructive attention. Keywords: innovation, new school texts, the competence-based curriculum, language and literature.

Endoscopic mucosal resection and endoscopic submucosal dissection are demanding procedures. This study aims to establish face, content and expert validity of the live porcine model in performing endoscopic mucosal resection, endoscopic submucosal dissection, complication management and to assess it as a training tool. Tutors and trainees participating in live porcine model endoscopic mucosal resection and endoscopic submucosal dissection workshops filled out a questionnaire regarding the realism of the model compared to human setting and its role as a learning tool. A 10-point Likert scale was used. Ninety-one endoscopists (13 tutors; 78 trainees) were involved in four workshops. Median global classifications for the realism of the life porcine model ranged between 7.0-8.0 (interquartile range 5.0-9.0). Procedures resembled human cases with a median of 9.0 (8.0-9.0) for oesophageal multiband endoscopic mucosal resection; 8.5 (8.0-9.0) for oesophageal endoscopic submucosal dissection; 9.0 (8.0-10.0) for gastric endoscopic submucosal dissection; and 9.0 (8.5-9.75 and 8.0-9.69) for complication detection and management. The animal model as a learning tool had median scores of 9.0 (7.0-10.0) considering how procedures are performed; 9.0-9.5 (8.0-10.0) for usefulness for beginners; and 9.0-10.0 (5.0-10.0) regarding it a prerequisite. Training in a live porcine model was considered very realistic compared to the human setting and was highly appreciated as a learning tool. This is the first study to establish face, content and expert validity of the live porcine model in performing multiband endoscopic mucosal resection, oesophageal and gastric endoscopic submucosal dissection. The validation of this model provides the rationale to incorporate it into formal teaching programmes.

This study investigates the contemporary landscape of 21st-century programming education, recognizing the imperative for adaptive pedagogical approaches. Delving into the evolution and impact of automated assessment tools in programming education, the research identifies the problem of enhancing student proficiency through effective assessment methodologies. The dual purpose of the study is to elucidate diverse teaching methods and strategies, highlighting innovative approaches fostering comprehensive comprehension and skill acquisition and to unravel the transformative role of Technology-Enhanced Learning and Assessment Tools in Programming Education, exploring their implications on pedagogical practices and learning outcomes. Employing advanced search techniques, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodological framework uses advanced search techniques to meticulously analyse 27 scholarly articles obtained from the Web of Science, ERIC, and SCOPUS databases using keywords such as "programming," "online assessment," "tool," and "feedback," resulting in a synthesis that encapsulates the current state of programming education. The principal results underscore the efficacy of automated assessments in gauging student proficiency and illuminate diverse teaching methods fostering enhanced comprehension. It also highlights three pivotal themes: (1) Automated Assessment in Programming Education, (2) Teaching Methods and Strategies in Programming Education, and (3) Technology-Enhanced Learning and Assessment Tools in Programming Education. The major conclusions drawn from this comprehensive synthesis serve as a guide for teachers, policymakers, and researchers navigating the dynamic intersection of technology and pedagogy in programming education, laying a robust foundation for future advancements in the field.

Background and Study Aim. The present study investigates the effect of exercise using auxiliary tools. It should facilitate learning process of the forehand and backhand skills of female tennis students of physical education and sports. It can also be used by workers in the field of performance and different motor responses. Material and Methods. An experimental method with two group pretest and posttest design approached the 20 volunteers of female sports students (age 19±2), who had participated in a training course. The sample is divided into 2 groups of experimental and control according to the score of the forehand and backhand tests and measurements. Analyses were performed using statistical software SPSS 23 (Statistical Package for social science) program. The following variables were calculated using: Arithmetic mean, Standard deviation, Simplex correlation coefficient (Pearson), T-test for related means. Results. The study showed a significant value (p=0.001, p<0.05) in the acquisition of the forehand and backhand skills after post-test assessment when compared to pretest. However, significant differences emerged in developing some basic tennis skills. The special exercises with auxiliary tools made a remarkable development in all basic skills. Conclusions. Coaches play a key role in use of suitable equipment in tennis teaching programs. Voluntary participation in such tests provides effectiveness feedback on teachers teaching and adequacy of performance acquisition gained by learners. This study will encourage teachers to use special exercises with auxiliary tools in learning and acquiring basic skills in games and sports activities.

This paper examines the impact and relevance of the use of case studies as a teaching and learning tool in Montessori leadership programs. Frequently used as learning tools in educational leadership preparation programs, selected case studies were limited to those in Montessori leadership and language. Surveys and interviews with graduate students and program faculty were conducted to understand the relevance of case studies in coursework and to provide implications for further refinement of their use. Results suggest certain elements of case studies can enhance learning theory and serve as springboards to practice. Maria Montessori advocated for reflective practice; therefore, we are extrapolating that case studies may be a powerful and effective connection of scholarly study of theory to classroom practice. However, these benefits may not be well-clarified or highly valued in Montessori leadership coursework. With use of case studies in Montessori leadership coursework, an opportunity exists for faculty to reflect on strategies for using case studies and best practices. Content specific to Montessori settings may further support the usefulness and effectiveness of case studies and their impacts on student learning in Montessori leadership programs.

This article examines the effectiveness of mind mapping as a strategy for improving grammar error correction among high school students in Vietnam. Given that many students still struggle with core grammatical components, the study aims to explore how mind maps can be optimally utilized to support the acquisition of grammar knowledge and enhance students’ accuracy in language use. The research specifically seeks to identify the cognitive and instructional benefits of mind mapping that enable learners to visualize grammatical structures, categorize rules, and minimize common errors. Methodologically, this study employs an extensive literature review and analytical approach, drawing on previous empirical and theoretical research to investigate students’ difficulties in learning grammar and the pedagogical value of mind mapping. In addition, a design-based method was applied to systematize perspectives on constructing a structured educational course. This method includes organizing processes and steps needed to integrate mind mapping into grammar instruction effectively. The findings derived from theoretical analysis indicate several key outcomes. First, the study highlights the position of higher educational institutions in Vietnam regarding the integration of mind mapping as a solution to persistent grammatical errors, particularly those related to tenses, articles, and prepositions. Second, it proposes a detailed framework for an educational course aimed at addressing challenges in mind mapping application and grammar error correction among Vietnamese high school students. Third, it formulates essential research questions that guide further investigation into the use of mind maps in improving grammatical accuracy at the tertiary level. In conclusion, the study clarifies the developmental prospects of mind mapping as an effective learning tool for grammar improvement. Integrating mind maps across different stages of instruction and using them as supplementary learning materials can significantly enhance students’ error correction skills. The findings offer a foundation for future research and serve as practical input for designing educational programs that strengthen grammar competence within the Vietnamese and Russian higher education contexts

This study aims to provide a comprehensive and in-depth investigation of the debugging process in programming teaching in terms of cognitive and metacognitive aspects, based on programming students who demonstrate low, medium, and high programming performance and to propose instructional strategies for scaffolding novice learners in an effective way. Data were collected from 41 novice programming students from C++ and Python programming language courses of the same instructor in the scope of case study methodology, and data instruments included paper-based programming questions. The questions were framed under three categories as questions’ difficulty levels (low, moderate and high), error types (syntax and logic), and question types (if-else and while). As having three categories, a total of 12 different data (3x2x2) were taken from each student, which means 492 data rows were evaluated in the study. Chi-square test results revealed that while error detection and correction are significantly high in low difficulty level questions, error detection and error correction attempts for logic errors were substantially higher compared to syntax errors. Further analysis conducted for paper-based markings that were used by students throughout their error detection, correction, and completion attempts. Chi-square test results revealed significant relationships between marking availability and error types, as well as difficulty levels. Results were discussed for both traditional learning and e-learning environments in terms of what kind of educational implications and strategies can be outlined by data for increasing the effectiveness of programming education for novice learners.

The article considers the issue of educational computer program development: the stages, blocks, aspects and peculiarities. The definition of an educational computer program as a means of information and communication technologies, created for the development of skills and abilities related to foreign language competence is given taking into account the psycholinguistic patterns of reading a text, methodical approach to teaching reading fiction via information and communication technologies . It was distinguished that educational computer program as a software for educational purposes can be offered as a system consisting of two main components: informational and software implementation. The development of educational computer programs suitable for educational institutions involves continuous interaction between the author of educational materials and the programmer. The process of creating a qualitative educational computer programme consists of certain stages: preparation of source materials; development of the programme structure of educational computer program; creation of a software product; aligning and adjustment; implementation of educational computer program; testing software product; educational computer program updating and error correction. The article describes the created educational program "English for Philologists: aspect of reading" that meets the criteria of correspondence and the criteria for evaluating computer programs for teaching foreign languages taking into account the peculiarities of digital text. The experimental introduction of the computer program «English for Philologists: aspect of reading», comparison of the average indicators of pre- and post-experimental sections in experimental groups and the growth by12% have showed that the training for future teachers of English language reading fiction via the educational computer programme «English for Philologists: aspect of reading» has proved to be effective: all the groups have reached the required level of reading comprehension.