Pedagogies of Error in Digital Environments: The Formative Value of Failure in the Construction of Deep Learning

Abstract

This article examines the formative value of error in digital learning environments from the perspective of error pedagogies and its contribution to deep learning. Using a quantitative documentary methodology, 42 empirical studies published between 2018 and 2025 in high-impact academic databases are analyzed. The analysis considers variables such as type of error, feedback modality, digital environment, and statistical design in order to identify relevant trends. The results show a sustained increase in research that redefines failure as a pedagogical resource, highlighting the predominance of conceptual errors and the use of elaborated feedback in structured digital platforms. Likewise, a positive relationship is observed between the pedagogical mediation of error and deep learning indicators, particularly when digital environments foster metacognitive reflection and self-regulation. These findings support the conscious integration of error into the design of digital environments oriented toward meaningful learning.