A large margin of error is usually preferable. It means that you can mess up and still accomplish what you want to accomplish. But when you’re learning something, a large margin of error may be detrimental. The larger the margin of error, the higher the likelihood of a false positive.
This reminds me of a concept I learned in psychology called "signal detection theory". SDT presents 4 possibilities of signal detection: (1) hit, (2) miss, (3) false alarm, and (4) correct rejection.
So, in addition to the 3 you covered, there's also the possibility of a "miss." That would be a bad result from an action that usually has a good result, making you think you should not do an action you *should* do. In other words, doubt.
A "miss" can also make it take longer to upskill if the student has wavering confidence because it makes them fearful of taking the correct action when it's needed. Because of too much second-guessing. Imposter syndrome is a common example of a psychological phenonemon that can worsen with misses.
This reminds me of a concept I learned in psychology called "signal detection theory". SDT presents 4 possibilities of signal detection: (1) hit, (2) miss, (3) false alarm, and (4) correct rejection.
So, in addition to the 3 you covered, there's also the possibility of a "miss." That would be a bad result from an action that usually has a good result, making you think you should not do an action you *should* do. In other words, doubt.
A "miss" can also make it take longer to upskill if the student has wavering confidence because it makes them fearful of taking the correct action when it's needed. Because of too much second-guessing. Imposter syndrome is a common example of a psychological phenonemon that can worsen with misses.