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Original Articles

Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning

Keep up to date with the latest research on this topic with citation updates for this article.

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Brian J. Hess, Nathan Cupido, Shelley Ross & Brent Kvern. (2024) Becoming adaptive experts in an era of rapid advances in generative artificial intelligence. Medical Teacher 46:3, pages 300-303.
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Monyka L. Rodrigues, Eden S. Jing & Sandra Martin-Chang. (2024) When more is more: effect of context and stimulus set size on orthographic learning. Journal of Cognitive Psychology 36:2, pages 183-204.
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Almaz Mesghina, Guanglei Hong & Adelle Durrell. (2024) Cooperative Learning in Introductory Statistics: Assessing Students’ Perceptions, Performance, and Learning in Heterogeneous and Homogeneous Groups. Journal of Statistics and Data Science Education 0:0, pages 1-26.
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Eisuke Saito, Jennifer Mansfield & Richard O’Donovan. (2024) Information economics of teaching: a transactional perspective on pedagogical reasoning to provide a typology of pedagogical equilibrium. Interactive Learning Environments 32:1, pages 20-33.
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Antje Boomgaarden, Katharina Loibl & Timo Leuders. (2023) The trade-off between complexity and accuracy. Preparing for computer-based adaptive instruction on fractions. Interactive Learning Environments 31:10, pages 6379-6394.
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David DeLiema, Yejin Angela Kwon, Andrea Chisholm, Immanuel Williams, Maggie Dahn, Virginia J. Flood, Dor Abrahamson & Francis F. Steen. (2023) A Multi-dimensional Framework for Documenting Students’ Heterogeneous Experiences with Programming Bugs. Cognition and Instruction 41:2, pages 158-200.
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Qian Zhang & Logan Fiorella. (2023) An integrated model of learning from errors. Educational Psychologist 58:1, pages 18-34.
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David DeLiema, Ashley Hufnagle, V.N. Vimal Rao, Justin Baker, Jesslyn Valerie & Jasmine Kim. (2023) Methodological innovations at the intersection of video-based educational research traditions: Reflections on relevance, data selection, and phenomena of interest. International Journal of Research & Method in Education 46:1, pages 19-36.
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Antonia Larrain, Valeska Grau, María José Barrera, Paulina Freire, Patricia López, Sebastián Verdugo, Marisol Gómez, Francisca Ramírez & Gabriel Sánchez. (2022) Productive failure and learning through argumentation: Building a bridge between two research traditions to understand the process of peer learning. Journal of the Learning Sciences 31:4-5, pages 673-688.
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Hitomi Kambara. (2022) Exploring constructivism in Japan through textual analysis. Asia Pacific Journal of Education 42:3, pages 605-616.
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Marcus Law, Paula Veinot, Maria Mylopoulos, Pier Bryden & Ryan Brydges. (2022) Applying activity theory to undergraduate medical curriculum reform: Lessons in contradictions from multiple stakeholders’ perspectives. Medical Teacher 44:7, pages 800-811.
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Tanmay Sinha. (2022) Enriching problem-solving followed by instruction with explanatory accounts of emotions. Journal of the Learning Sciences 31:2, pages 151-198.
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Jennifer M. Klasen, Pim W. Teunissen, Erik W. Driessen & Lorelei A. Lingard. (2022) ‘It depends’: The complexity of allowing residents to fail from the perspective of clinical supervisors. Medical Teacher 44:2, pages 196-205.
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Bryce E. Hughes, William J. Schell, Brett Tallman, Tessa Sybesma, Monika B. Kwapisz, Emma Annand, Shannon Ranch, Caroline Krejci, Christy Bozic & Daria Kotys-Schwartz. (2021) Entering the community of practice: changes in engineering students’ engineering identities and perceptions of the field. European Journal of Engineering Education 46:6, pages 968-986.
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Edwin Creely, Michael Henderson, Danah Henriksen & Renee Crawford. (2021) Leading change for creativity in schools: mobilizing creative risk-taking and productive failure. International Journal of Leadership in Education 0:0, pages 1-24.
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Chris A. B. Zajchowski, Michael J. Riley & Lisa Meerts-Brandsma. (2021) Situating and Sequencing Quagmire: The Role of Simulation-Based Gaming in Preparing Students for Future Learning at Capitol Reef National Park, Utah. SCHOLE: A Journal of Leisure Studies and Recreation Education 36:1-2, pages 75-90.
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W. Monty Jones, Matt Caratachea, Micheal Schad & Jonathan D. Cohen. (2021) Examining K–12 teacher learning in a makerspace through the activity–identity–community framework. Journal of Research on Technology in Education 53:3, pages 317-332.
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Susan Carter, Sean Sturm & Emmanuel Manalo. (2021) Coaxing success from failure through academic development. International Journal for Academic Development 26:2, pages 190-200.
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Ying-Chih Chen & Xue Qiao. (2020) Using students’ epistemic uncertainty as a pedagogical resource to develop knowledge in argumentation. International Journal of Science Education 42:13, pages 2145-2180.
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Mark Thorley. (2020) Failing to learn and learning to fail – exemplars of practice from the creative industries. International Journal for Academic Development 25:1, pages 71-82.
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Deidre Popovich & Erika Brooks-Hurst. (2019) ASSESSING THE PERCEIVED EFFECTIVENESS OF A MARKETING RESEARCH SERVICE LEARNING PROJECT: THE MR-SL SCALE. Marketing Education Review 29:3, pages 164-181.
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Steve Black & James D. Allen. (2019) Part 9: Planning Instruction. The Reference Librarian 60:2, pages 93-108.
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Sarah Shi Hui Wong & Stephen Wee Hun Lim. (2019) Prevention–Permission–Promotion: A Review of Approaches to Errors in Learning. Educational Psychologist 54:1, pages 1-19.
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Rachel Lam & Manu Kapur. (2018) Preparation for Future Collaboration: Cognitively Preparing for Learning From Collaboration. The Journal of Experimental Education 86:4, pages 546-559.
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Maria Mylopoulos, Naomi Steenhof, Amit Kaushal & Nicole N. Woods. (2018) Twelve tips for designing curricula that support the development of adaptive expertise. Medical Teacher 40:8, pages 850-854.
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Yong Zhao. (2018) The Changing Context of Teaching and Implications for Teacher Education. Peabody Journal of Education 93:3, pages 295-308.
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Kulamakan Kulasegaram, Maria Mylopoulos, Paul Tonin, Stacey Bernstein, Pier Bryden, Marcus Law, Jana Lazor, Richard Pittini, Sanjeev Sockalingam, Glendon R. Tait & Patricia Houston. (2018) The alignment imperative in curriculum renewal. Medical Teacher 40:5, pages 443-448.
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Candace Walkington & Matthew L. Bernacki. (2018) Personalization of Instruction: Design Dimensions and Implications for Cognition. The Journal of Experimental Education 86:1, pages 50-68.
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Hesham Fathi Marei, Jeroen Donkers, Mohamed Mostafa Al-Eraky & Jeroen J. G. van Merrienboer. (2017) The effectiveness of sequencing virtual patients with lectures in a deductive or inductive learning approach. Medical Teacher 39:12, pages 1268-1274.
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Articles from other publishers (209)

Kate M. Xu, Sarah Coertjens, Florence Lespiau, Kim Ouwehand, Hanke Korpershoek, Fred Paas & David C. Geary. (2024) An Evolutionary Approach to Motivation and Learning: Differentiating Biologically Primary and Secondary Knowledge. Educational Psychology Review 36:2.
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Jochem E. J. Aben, Mayra Mascareño Lara, Anneke C. Timmermans, Filitsa Dingyloudi & Jan-Willem Strijbos. (2024) The impact of interpersonal perceptions on the process of dealing with errors while providing and processing peer-feedback on writing. Instructional Science.
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Jinju Lee, Jongchan Park & Dongsik Kim. (2023) Exploring when learners become aware of their knowledge gaps: Content analyses of learner discussions. Instructional Science 52:2, pages 171-205.
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Rafi Safadi & Nadera Hawa. (2023) Learning from erroneous examples in the mathematics classroom: do students with different naïve ideas benefit equally?. Instructional Science 52:2, pages 277-308.
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Annalisa Soncini, Maria Cristina Matteucci, Carlo Tomasetto & Fabrizio Butera. (2024) Supportive error feedback fosters students' adaptive reactions towards errors: Evidence from a targeted online intervention with Italian middle school students. British Journal of Educational Psychology.
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Satyaki Sarkar, Kritika Kumari & Prashant Prasad. (2024) Approaching Planning for New Areas Based on Environmental Suitability and Accessibility: A Study of Navi Mumbai, India. Journal of Urban Planning and Development 150:1.
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Silvia Di Battista. (2024) ‘She is failing; he is learning’: Gender‐differentiated attributions for girls' and boys' errors. British Journal of Educational Psychology.
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David DeLiema, Ashley Hufnagle & Miguel Ovies‐Bocanegra. (2024) Contrasting stances at the crossroads of debugging learning opportunities. British Journal of Educational Psychology.
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Pi-Sui Hsu, Eric Monsu Lee & Thomas J. Smith. (2023) Exploring non-dominant youths’ engineering identity through productive struggle in a making summer program. Educational technology research and development 72:1, pages 83-107.
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Alan da Silveira Fleck & Tingting Zhu. (2024) Impact of Embedded Learning Strategy Activities: Student Engagement and Performance. Technology, Knowledge and Learning.
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İpek Saralar-Aras & Belma Türker-Biber. (2024) Enhancing technological pedagogical content knowledge of prospective teachers through mathematics lesson plan development. Education and Information Technologies.
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Fengfeng Ke, Chih‐Pu Dai & Luke West. (2024) Mathematical experience in game‐based problem‐solving. Journal of Computer Assisted Learning.
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Almaz Mesghina. 2024. Instructional Strategies for Active Learning [Working Title]. Instructional Strategies for Active Learning [Working Title].
Peipei Mao, Zhihui Cai, Zhikeng Wang, Xin Hao, Xitao Fan & Xiaojun Sun. (2024) The effects of dynamic and static feedback under tasks with different difficulty levels in digital game-based learning. The Internet and Higher Education 60, pages 100923.
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Victoria Macann & Aman Yadav. (2023) Debugging Beyond the Code: Teachers' Perceptions of Debugging as a CT Practice Impacting Interdisciplinary Teaching and Learning. Debugging Beyond the Code: Teachers' Perceptions of Debugging as a CT Practice Impacting Interdisciplinary Teaching and Learning.
Katharina Loibl & Christian Leukel. (2023) Problem-solving prior to instruction in learning motor skills - Initial self-determined practice improves javelin throwing performance. Learning and Instruction 88, pages 101828.
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Sue-ann Lim, Jae Yup Jung & Slava Kalyuga. (2023) Effectiveness of invention tasks and explicit instruction in preparing intellectually gifted adolescents for learning. Instructional Science 51:6, pages 921-952.
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Anna Gorbunova, Jeroen J. G. van Merrienboer & Jamie Costley. (2023) Are Inductive Teaching Methods Compatible with Cognitive Load Theory?. Educational Psychology Review 35:4.
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Vladimir Macko, Pascal Felber, Kristoffer Bergram & Adrian Holzer. (2023) Using Educational Robotics to Support Active Learning Experiences and Foster Computational Thinking Skills among Non-STEM University Students. Using Educational Robotics to Support Active Learning Experiences and Foster Computational Thinking Skills among Non-STEM University Students.
Alejandro Gonzalez Ojeda, Douglas Fisher & Nancy Frey. 2023. Instructional Leadership Efforts and Evidence-Based Practices to Improve Writing Instruction. Instructional Leadership Efforts and Evidence-Based Practices to Improve Writing Instruction 1 20 .
Annita Nugent, Annemaree Carroll, Jason M. Lodge, Kelly E. Matthews, Stephanie MacMahon & Pankaj Sah. (2023) A qualitative exploration of expert perspectives on applying the science of learning to higher education. Frontiers in Education 8.
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Lynn Keets, Pedro Boscan, Logan Arakaki, Benjamin Schraeder, Cyane Tornatzky, Marie Vans, Wenjing Jiang & Sangeeta Rao. (2023) Interactive Virtual Reality with Educational Feedback Loops to Train and Assess Veterinary Students on the Use of Anesthetic Machine. Journal of Veterinary Medical Education.
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Erminia Pedretti & Ana Maria Navas Iannini. (2023) Vers des musées scientifiques de quatrième génération : changer les objectifs, changer les rôles. Culture & musées:41, pages 151-186.
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Samuel O. ClarkeJonathan S. IlgenGlenn Regehr. (2023) Fostering Adaptive Expertise Through Simulation. Academic Medicine 98:9, pages 994-1001.
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Di Sima. (2023) The Long-Term Effects of External Examinations on Entrepreneurship: Evidence from Global Entrepreneurship Monitor. Journal of Human Capital 17:3, pages 387-433.
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Sebastian Fischer & Philipp Alexander Freund. (2021) Fehlermanagementkultur und Fehlervermeidungskultur in SchulklassenError management culture and error avoidance culture in school classes. Unterrichtswissenschaft 51:3, pages 315-337.
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Anttoni Kervinen & Tuomas Aivelo. (2023) Secondary school students' responses to epistemic uncertainty during an ecological citizen science inquiry. Science Education 107:5, pages 1352-1379.
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Marci S. DeCaro, Raina A. Isaacs, Campbell R. Bego & Raymond J. Chastain. (2023) Bringing exploratory learning online: problem-solving before instruction improves remote undergraduate physics learning. Frontiers in Education 8.
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Adrian Wierzchowski & Donald J. Wink. (2023) Categorizing Student Learning about Research, Nature of Science, and Poster Presentation in a Workshop-Based Undergraduate Research Experience. Journal of Chemical Education 100:8, pages 2873-2883.
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Masoumeh Rahimi, Lauren E Margulieux, James Prather, Gozde Cetin Uzun & Bailey Kimmel. (2023) Benefits of Failure on Neuroplasticity and Tools for Persistence. Benefits of Failure on Neuroplasticity and Tools for Persistence.
Logan Fiorella. (2023) Making Sense of Generative Learning. Educational Psychology Review 35:2.
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Manu Kapur, Janan Saba & Ido Roll. (2023) Prior math achievement and inventive production predict learning from productive failure. npj Science of Learning 8:1.
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Ton de Jong, Ard W. Lazonder, Clark A. Chinn, Frank Fischer, Janice Gobert, Cindy E. Hmelo-Silver, Ken R. Koedinger, Joseph S. Krajcik, Eleni A. Kyza, Marcia C. Linn, Margus Pedaste, Katharina Scheiter & Zacharias C. Zacharia. (2023) Let's talk evidence – The case for combining inquiry-based and direct instruction. Educational Research Review 39, pages 100536.
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Amy Debbané, Ken Jen Lee, Jarvis Tse & Edith Law. (2023) Learning by Teaching: Key Challenges and Design Implications. Proceedings of the ACM on Human-Computer Interaction 7:CSCW1, pages 1-34.
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Joseph H. Donroe, Sarita Soares & André N. Sofair. (2023) Strategies to Improve Teaching Point-of-Care Ultrasound at the Bedside. Medical Science Educator 33:2, pages 577-581.
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Campbell R. Bego, Raymond J. Chastain & Marci S. DeCaro. (2022) Designing novel activities before instruction: Use of contrasting cases and a rich dataset. British Journal of Educational Psychology 93:1, pages 299-317.
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A. M. Phillips, E. J. Gouvea, B. E. Gravel, P.-H. Beachemin & T. J. Atherton. (2023) Physicality, modeling, and agency in a computational physics class. Physical Review Physics Education Research 19:1.
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Sarah Shi Hui Wong. (2023) Deliberate Erring Improves Far Transfer of Learning More Than Errorless Elaboration and Spotting and Correcting Others’ Errors. Educational Psychology Review 35:1.
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Xinhong Zhang, Boyan Zhang & Fan Zhang. (2023) Student-centered case-based teaching and online–offline case discussion in postgraduate courses of computer science. International Journal of Educational Technology in Higher Education 20:1.
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Stanislaw Schukajlow & Werner Blum. 2023. Advancing and Consolidating Mathematical Modelling. Advancing and Consolidating Mathematical Modelling 327 339 .
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Dragan Trninic, Tanmay Sinha & Manu Kapur. (2022) Comparing the effectiveness of preparatory activities that help undergraduate students learn from instruction. Learning and Instruction 82, pages 101688.
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Seyedahmad Rahimi, Valerie J. Shute, Curt Fulwider, Katie Bainbridge, Renata Kuba, Xiaotong Yang, Ginny Smith, Ryan S. Baker & Sidney K. D'Mello. (2022) Timing of learning supports in educational games can impact students’ outcomes. Computers & Education 190, pages 104600.
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Stella L Ng, Jacquelin Forsey, Victoria A Boyd, Farah Friesen, Sylvia Langlois, Kori Ladonna, Maria Mylopoulos & Naomi Steenhof. (2022) Combining adaptive expertise and (critically) reflective practice to support the development of knowledge, skill, and society. Advances in Health Sciences Education 27:5, pages 1265-1281.
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Ronald A. Beghetto & Ed Madison. (2022) Accepting the Challenge: Helping Schools Get Smarter about Supporting Students’ Creative Collaboration and Communication in a Changing World. Journal of Intelligence 10:4, pages 80.
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Hongzhi Yang, Linda Tsung & Lu Cao. (2022) The Use of Communication Strategies by Second Language Learners of Chinese in a Virtual Reality Learning Environment. SAGE Open 12:4, pages 215824402211418.
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Yong Zhao. (2021) Build back better: Avoid the learning loss trap. PROSPECTS 51:4, pages 557-561.
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Jochem E.J. Aben, Anneke C. Timmermans, Filitsa Dingyloudi, Mayra Mascareño Lara & Jan-Willem Strijbos. (2022) What influences students' peer-feedback uptake? Relations between error tolerance, feedback tolerance, writing self-efficacy, perceived language skills and peer-feedback processing. Learning and Individual Differences 97, pages 102175.
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Regina F. Frey, Cynthia J. Brame, Angela Fink & Paula P. Lemons. (2022) Teaching Discipline-Based Problem Solving. CBE—Life Sciences Education 21:2.
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Zihe Zhou, Shijuan Wang & Yizhou Qian. (2021) Learning From Errors: Exploring the Effectiveness of Enhanced Error Messages in Learning to Program. Frontiers in Psychology 12.
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John Kerrigan, Keith Weber & Clark Chinn. (2021) Effective collaboration in the productive failure process. The Journal of Mathematical Behavior 63, pages 100892.
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Lauren Margulieux, Paul Denny, Kathryn Cunningham, Michael Deutsch & Benjamin R. Shapiro. (2021) When Wrong is Right: The Instructional Power of Multiple Conceptions. When Wrong is Right: The Instructional Power of Multiple Conceptions.
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Qian Zhang & Logan Fiorella. (2021) Learning by drawing: When is it worth the time and effort?. Contemporary Educational Psychology 66, pages 101990.
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Ronald A. Beghetto. (2021) My Favorite Failure: Using Digital Technology to Facilitate Creative Learning and Reconceptualize Failure. TechTrends 65:4, pages 606-614.
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