@inproceedings{pub4653,
    series = {Lecture Notes in Computer Science, LNCS},
    abstract = {In this work, we investigate the effect of presenting students with common errors of other students and explore whether such erroneous examples can help students learn without the embarrassment and demotivation of working with one's own errors. The erroneous examples are presented to students by a technology enhanced learning (TEL) system. We discuss the theoretical background of learning with erroneous examples, describe our TEL setting, and discuss initial, small-scale studies we conducted to explore learning with erroneous examples.},
    year = {2009},
    title = {Erroneous Examples: A Preliminary Investigation into Learning Benefits},
    booktitle = {Proceedings of the First European Conference on Technology Enhanced Learning. European Conference on Technology Enhanced Learning (EC-TEL-09), September 29 - October 2, Nizza, France},
    note = {RB=yes},
    editor = {Marcus Specht and Vania Dimitrova and Ulrike Cress},
    volume = {5794},
    pages = {688-693},
    publisher = {Springer-Verlag, Heidelberg},
    author = {Dimitra Tsovaltzi and Erica Melis and Bruce McLaren and Michael Dietrich and George Goguadze and Ann-Kristin Meyer},
    url = {http://www.dfki.de/web/kompetenz/ccel/publikationen/renameFileForDownload?filename=Tsovaltzietal-ErroneousExamples-ECTEL-2009.pdf&file_id=uploads_582 http://www.activemath.org/pubs/Tsovaltzietal-ErroneousExamples-ECTEL-2009.pdf}
}