Abstract :
An error often provides a good learning opportunity for a learner to find a fault within his/her knowledge or to confirm its applicable range. By observing the error, it is expected that learner can be aware for the necessity to correct his/her knowledge or to acquire some new knowledge. However, not all errors can trigger such learning activity. An error should satisfy the following conditions so that it can be useful for the learner; (1) a learner should able to identify the error, (2) a learner should able to recognize the importance of the error, and (3) the specified error suggests the method to correct the error. The first and second are mainly conditions of motivation, but third is the method leading to adequate learning. This means that it is not enough if the learner is only aware of the error itself but it is also required to be aware of the three aspects above. We call this advanced awareness as "metacognitive awareness".

In this talk, Error-Based Simulation (EBS) is introduced as a promising method to promote metacognitive awareness of errors. EBS is a simulation that is derived based on a learner's error. The derived result, then, is used to visualize the error by comparing with the correct result. We call this visualization as "Error-Visualization". For example, EBS in mechanics problems simulates the behavior of mechanical objects using learner's erroneous equation and provides an odd or unusual behavior. The differences between normal behavior and the EBS can visualize the error and promote metacognitive awareness.

This talk presents a theoretical framework of EBS and three important factors to manage EBS, which are, (I) Visibility, (II) Reliability and (III) Suggestiveness. Some new techniques to realize the management of EBS in mechanics are also introduced. The examples of error-visualization, in addition to mechanics, (a) an erroneous sketch with 3D model, (b) an erroneous English sentence with animation, (c) an erroneous multi-digit calculation with block-box behavior, are reported. Practical usage of EBS in learning basic concept of action and reaction forces in junior high school and the evaluation of the learning effect are also presented.