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This paper considers learner misconceptions information which is presented to the learner in an open learner model. We suggest that specific information about misconceptions may be of benefit to the learner, to help them reflect on their knowledge and understanding. We investigate acceptance of their misconceptions presented as animations and step-by-step text descriptions by two groups of users: trainee teachers, and computer engineering students taking an educational technology course. Our study revealed mixed findings.
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We use cookies to provide you with the best possible experience. They also allow us to analyze user behavior in order to constantly improve the website for you. Info about the privacy policy of IOS Press.