Computer-Mediated Learner-Centered Error-Correction Activities: Opportunities and Challenges

Abstract

This work aims to leverage technological affordances—specifically, adaptability, interactivity, choice, feedback, high processing speed, and immense storage space—to better support error-correction activities following drill-and-practice activities. An evaluative study adopting a within-subjects quasi-experimental design with seventh-grade students (n=57) was conducted. The major findings are as follows: First, all purposefully designed features and functionalities received strong affirmation for their respective learning supportiveness. Second, with the provision of (a) instant feedback on student performance, which is critical for initiating error-correction activities, and (b) a customizable correction steps along with an additional layer of hints for challenging steps—ranked the highest and second highest in terms of perceived supportiveness—the results further underscore the advantages of computer-mediated arrangements for error-correction activities over traditional paper-based formats. Students’ explanatory comments illuminate the opportunities offered by a computer-mediated, learner-centered error-correction approach, while also noting challenges associated with different error-correction modes.