A computer-assisted learning system for teaching how to subtract large numbers was designed so as to provide an environment for learning from one's errors. In order to simulate erroneous procedures, the computer took the role of a student using a faulty algorithm, while the students, taking the role of the teacher, were supposed to detect and correct the error. This design, by making the pupils take the role of the teacher, guaranteed giving the pupils a number of opportunities to correct the errors. Subjects were 83 second grade students who were divided into 29 groups in order to play the role of the teacher as a group. The results suggested four points (1) : Token interaction with the computer does not result in learning. (2) The effectiveness of the system depends greatly upon both the construction of error-eliciting problems and upon the procedures established for investigating these errors. (3) The context used in directing the pupils' activities is very important to determining the effectiveness of the system. (4) Individual levels of learning vary widely whenever group collaboration is lacking. A number of other important points related to the development of this type of learning environment were also investigated.
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