The Influence of ErroneousWorked-out Example Using Concept Maps

Recent years have seen growing interest in collaborative learning as learners are expected to work effectivelywith others. The Interactive–Constructive–Active–Passive(ICAP) framework identifies Interactive―revising one’sunderstanding through others’ elaborated knowledge―as the most effective learning. However, high extraneous loadlimits the cognitive resources available for such as a Interactive. Erroneous worked-out example(EWoE) can reduceextraneous load while simultaneously inducing cognitive conflict through embedded misconception, thereby supportingengaging in deeper collaborative learning process. This study examines the effects of EWoE, in comparison withworked-out example(WoE). To adaptively present examples based on learners’ knowledge, we employed a cognitivemodel using Adaptive Control of Thought–Rational(ACT-R), with parameters calibrated using data from actuallearners. Learning performance―used as a comprehensive indicator―and drawing performance―used as a elaborativeindicator―served as outcome measures. The results show that EWoE improved learning performance, yieldinghigher drawing performance than WoE for learners with high prior knowledge and enhancing drawing performanceeven for learners with low prior knowledge. EWoE also facilitated Constructive and Interactive, and co-occurrencesof Interactive utterances were associated with drawing performance. These findings suggest that EWoE facilitateInteractive by using misconception as triggers and contribute to the refinement of knowledge structures.