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Learning from Errors in Simulations: How Individual Error Responses Shape Collaborative Problem-Solving Skills

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Title: Learning from Errors in Simulations: How Individual Error Responses Shape Collaborative Problem-Solving Skills
Language: English
Authors: Constanze Richters (ORCID 0000-0003-1593-3543), Matthias Stadler (ORCID 0000-0001-8241-8723), Leah Braun (ORCID 0000-0002-4963-5184), Martin R. Fischer (ORCID 0000-0002-5299-5025), Nicole Heitzmann (ORCID 0000-0001-5032-8379)
Source: Journal of Computer Assisted Learning. 2026 42(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Error Patterns, Simulation, Cooperative Learning, Problem Solving, Simulated Environment, Medical Students, Radiology, Clinical Diagnosis, Responses, Prediction, Skill Development, Cognitive Ability, Prior Learning
DOI: 10.1002/jcal.70251
ISSN: 0266-4909
1365-2729
Abstract: Background: In collaborative problem-solving (CPS), individual errors such as failing to share relevant information are common. These moments can hinder performance, but if learners engage with them productively, they may offer powerful learning opportunities. Simulation-based learning environments provide safe opportunities to engage with errors; however, it remains unclear how individual learners respond to their own errors during collaboration and how such responses relate to the development of CPS skills. Objectives: This study examines how students respond to individual errors in simulation-based CPS tasks (elaborating vs. ignoring), how these responses are shaped by individual cognitive and motivational-affective prerequisites, and whether they contribute to CPS skill development. Methods: A total of 194 medical students worked on five collaborative diagnostic reasoning tasks with an agent-based radiologist. Students' responses to their errors in collaborating with the agent were logged and categorised as either elaborating on or ignoring errors. We analysed how these responses changed across tasks, how they related to individual differences in prior knowledge, cognitive ability and motivational-affective factors, and whether they predicted CPS skill development. Results and Conclusions: Elaborating on errors was associated with improved information sharing and, initially, better task performance, but this effect diminished across tasks. Cognitive ability consistently predicted reduced error ignoring, while prior knowledge and motivational-affective factors showed weaker effects. The findings highlight the importance of simulation designs that sustain engagement with errors and adapt to individual learner profiles as a pathway to CPS skill development.
Abstractor: As Provided
Notes: https://osf.io/a56js/?view_only=3e336000a57b44ccab391ccfb450c85b
Entry Date: 2026
Accession Number: EJ1506926
Database: ERIC
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  Data: Learning from Errors in Simulations: How Individual Error Responses Shape Collaborative Problem-Solving Skills
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  Data: <searchLink fieldCode="AR" term="%22Constanze+Richters%22">Constanze Richters</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1593-3543">0000-0003-1593-3543</externalLink>)<br /><searchLink fieldCode="AR" term="%22Matthias+Stadler%22">Matthias Stadler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8241-8723">0000-0001-8241-8723</externalLink>)<br /><searchLink fieldCode="AR" term="%22Leah+Braun%22">Leah Braun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4963-5184">0000-0002-4963-5184</externalLink>)<br /><searchLink fieldCode="AR" term="%22Martin+R%2E+Fischer%22">Martin R. Fischer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5299-5025">0000-0002-5299-5025</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nicole+Heitzmann%22">Nicole Heitzmann</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5032-8379">0000-0001-5032-8379</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2026 42(3).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 20
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Error+Patterns%22">Error Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Simulation%22">Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Simulated+Environment%22">Simulated Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Students%22">Medical Students</searchLink><br /><searchLink fieldCode="DE" term="%22Radiology%22">Radiology</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Diagnosis%22">Clinical Diagnosis</searchLink><br /><searchLink fieldCode="DE" term="%22Responses%22">Responses</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink>
– Name: DOI
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  Group: ID
  Data: 10.1002/jcal.70251
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: In collaborative problem-solving (CPS), individual errors such as failing to share relevant information are common. These moments can hinder performance, but if learners engage with them productively, they may offer powerful learning opportunities. Simulation-based learning environments provide safe opportunities to engage with errors; however, it remains unclear how individual learners respond to their own errors during collaboration and how such responses relate to the development of CPS skills. Objectives: This study examines how students respond to individual errors in simulation-based CPS tasks (elaborating vs. ignoring), how these responses are shaped by individual cognitive and motivational-affective prerequisites, and whether they contribute to CPS skill development. Methods: A total of 194 medical students worked on five collaborative diagnostic reasoning tasks with an agent-based radiologist. Students' responses to their errors in collaborating with the agent were logged and categorised as either elaborating on or ignoring errors. We analysed how these responses changed across tasks, how they related to individual differences in prior knowledge, cognitive ability and motivational-affective factors, and whether they predicted CPS skill development. Results and Conclusions: Elaborating on errors was associated with improved information sharing and, initially, better task performance, but this effect diminished across tasks. Cognitive ability consistently predicted reduced error ignoring, while prior knowledge and motivational-affective factors showed weaker effects. The findings highlight the importance of simulation designs that sustain engagement with errors and adapt to individual learner profiles as a pathway to CPS skill development.
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  Label: Abstractor
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  Data: As Provided
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  Label: Notes
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  Data: https://osf.io/a56js/?view_only=3e336000a57b44ccab391ccfb450c85b
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  Data: 2026
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  Data: EJ1506926
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      – Text: English
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      – SubjectFull: Error Patterns
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      – SubjectFull: Simulation
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      – SubjectFull: Cooperative Learning
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