![]() ![]() Furthermore, the students viewed the learning-from-errors activity favorably. The displayed results show the relevance and potential of embedding our approach in teaching. The students erred less after the activity of learning from errors. Twenty errors in fundamental components of the class diagram design were observed. We present the students’ errors in designing the class diagram before and after the activity, together with the students’ opinions about applying the new approach in their course. The approach is presented, and the learning-from-errors activity is illustrated. The research was conducted with college students (N = 45) studying for their bachelor’s degree in engineering. We applied a constructive approach of using errors in designing a UML class diagram in order to (a) categorize the students’ errors when they design a class diagram from a text scenario that describes a specific organization and (b) determine whether the learning-from-errors approach enables students to produce more accurate and correct diagrams. ![]() ![]() Learning from errors is a teaching approach based on the assumption that errors can promote learning. A class diagram is one of the most important diagrams of Unified Modeling Language (UML) and can be used for modeling the static structure of a software system.
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