Research indicates that learning from erroneousexamples (EE) is superior to correct examples becauseerrors may provide students with a stimulus to sponta-neously produce more self-explanations, leading to betterlearning outcomes. However, because most studies wereconducted in individual settings, it remains an open ques-tion whether the advantage of EE could be reproduced incollaborative settings. Therefore, this study used a 292factorial design varying in example types (correct vs.erroneous examples) and learning settings (individuals vs.collaboration). An experimental study of a 2-week courseon subtraction for third grade students was conducted(N=109). Results indicated that collaborative learningmay enhance the transfer knowledge of subtraction. Theimprovements were still maintained over 2 weeks. Inaddition, collaboration also facilitated students’ confidencein handling errors. However, there was no significant dif-ference in promoting isomorphic and transfer knowledgebetween learning from correct and erroneous examples.Additionally, this study also explored the absence of theintended benefit of erroneous examples from a cognitiveload perspective

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• The Effects of Learning from Correct and Erroneous Examplesin Individual and Collaborative Setting