Spaced Repetition: Towards More Effective Learning in STEM

Autor/inn/en	Voice, Alison; Stirton, Arran
Titel	Spaced Repetition: Towards More Effective Learning in STEM
Quelle	In: New Directions in the Teaching of Physical Sciences, 15 (2020) 1, (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2051-3615
Schlagwörter	STEM Education; Physics; Higher Education; Thermodynamics; Memory; Science Tests; Teaching Methods; Science Achievement; Computer Software; Scores; Retention (Psychology); Learning Processes; Undergraduate Students; Computer Assisted Instruction; Instructional Effectiveness; Foreign Countries; Outcomes of Education; United Kingdom (Leeds) + Suchen Sie Ihr Suchwort? STEM; Physik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Thermodynamik; Gedächtnis; Teaching method; Lehrmethode; Unterrichtsmethode; Merkfähigkeit; Learning process; Lernprozess; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Ausland; Lernleistung; Schulerfolg
Abstract	The use of spaced repetition within a physics higher education thermodynamics module has been analysed for: its pattern of use by students; its effect on memory and performance in the end of module exam; and performance in a delayed test after the summer vacation. A custom-built web app with the facility to generate a personalised repetition timetable was used to deliver practice questions on the material throughout the module. Just over a quarter of students, spanning the whole ability range of the class, made use of the app in some way, about half using it in a spaced manner and half using it for massed practice just before the exam. Students who engaged in a spaced manner had an adjusted mean exam score of 70%, compared to 64% for massed usage and 61% for non-usage. The spaced usage represents a positive effect size of 0.47 over non-usage, which is statistically significant (p = 0.000056). For the delayed test the mean adjusted scores for spacers and non-users were 45% and 34% respectively. Whilst less material had been retained over the summer, this revealed a statistically significant (p = 0.021) positive effect size of 0.54. This work provides evidence and mechanisms to involve students in repetitive practice during the learning phase of a course to advantage their long term retention of material. (As Provided).
Anmerkungen	University of Leicester Open Journals. University of Leicester Library, University Road, Leicester LE1 7RH, UK. Tel: +44-116-252-2043; e-mail: openaccess@le.ac.uk; Web site: https://journals.le.ac.uk/ojs1/index.php/new-directions
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01