Apparently “educators” have been pushing “errorless learning” for years:
For example, a classroom teacher might drill students repeatedly on the same multiplication problem, with very little delay between the first and second presentations of the problem, ensuring that the student gets the answer correct each time.The idea embedded in this approach is that if students make errors, they will learn the errors and be prevented (or slowed) in learning the correct information.
Now peer-reviewed research reveals that getting it wrong improves learning:
People remember things better, longer, if they are given very challenging tests on the material, tests at which they are bound to fail. In a series of experiments, they showed that if students make an unsuccessful attempt to retrieve information before receiving an answer, they remember the information better than in a control condition in which they simply study the information. Trying and failing to retrieve the answer is actually helpful to learning.