Theory-Driven Design for the Development of a Student-Centered Error-Correction Online Learning System

Many benefits are associated with error-correction, but currently, the task is mostly done by teachers. Although student self-correction should help activate generative behavior and promote learning, most students are not accustomed to self-correction nor equipped with the needed knowledge and skills. Hence, the main goal of this work is to create a theory-driven student-centered error-correction learning system. In this paper, literature on error-correction to serve as the basis for the development of a generic error-correction framework is briefly reviewed. Additionally, four design principles to guide its development are described.