Summary
Project B03 examines how errors in simulations can become opportunities for learning. It focuses on the question of how personalised feedback after errors can support learning processes as well as the acquisition of diagnostic knowledge and skills. The project investigates this in two domains, medical education and mathematics teacher education. It considers both learners' own errors and so called advocative errors, meaning errors made by others that can also serve as a basis for learning. The project analyses how learner characteristics such as prior knowledge, tolerance for errors, and feedback tolerance relate to responses to errors, and how adaptive support in simulations can be designed on this basis.
