Test Experience, Direct Instruction, and Their Combination Promote Accurate Beliefs about the Testing Effect DOI Creative Commons
Michelle L. Rivers

Journal of Intelligence, Journal Year: 2023, Volume and Issue: 11(7), P. 147 - 147

Published: July 21, 2023

Practice testing is a highly robust learning strategy that promotes long-term retention, especially in comparison to more passive strategies such as restudying—a finding referred the effect. However, learners do not always appreciate memorial benefits of practice over restudying, which could limit their use during self-regulated learning. The current investigation explored extent learners’ metacognitive judgments about effect can be improved via test experience, direct instruction, or combination both techniques. Prolific participants underwent two cycles. In first cycle, were randomly assigned either (a) experience own memory performance (i.e., study unrelated word pairs, half pairs through restudying and with correct-answer feedback, complete critical on receive feedback regarding after using each strategy); (b) imagine they had learn read passage purported testing; (c) undergo procedures. second all learned novel set pairs. Across cycles, estimated for material versus restudying. Both instruction—independently combination—led accurate estimates across but no technique was effective than other. summary, people when and/or instruction its benefits.

Language: Английский

Mandatory retrieval test to incentivize retrieval practice of physics principles DOI Creative Commons
Vegard Gjerde, M. Marisaldi, K. Oksavik

et al.

Physical Review Physics Education Research, Journal Year: 2025, Volume and Issue: 21(1)

Published: March 11, 2025

Students and educators often face time constraints, making it essential to develop interventions that are both easy implement have a substantial impact on learning performance. One promising strategy is retrieval practice, particularly in the context of physics education, where many students struggle with basic knowledge. Prior research has shown practice improves self-explanation problem-solving performance, yet avoid it, even when resources provided. To address this, we introduced mandatory test minimum benchmark 50% encourage greater engagement practice. The primary aim this study was explore students’ experiences its their use A secondary examine whether increased effort correlated improved performance factual, conceptual, exams. Interviews 13 revealed about half crammed for test, while other spaced throughout semester. Several noted motivated them memorize understand principles, no complaints test. Of 463 students, 179 achieved perfect score, suggesting engagement. Effect sizes tests ranged from negligible large, indicating potential benefits minimal risk. In conclusion, an effective, low-effort intervention educators, promoting student adoption yielding qualitative quantitative evidence enhanced Published by American Physical Society 2025

Language: Английский

Citations

0
Unlocking Undergraduate Students’ Potential: Developing Play-Based Learning Strategies for Lifelong Learning in STEMM Disciplines DOI

Noelia Dominguez Falcon

Published: Jan. 1, 2025

Language: Английский

Citations

0
Strengthening Conscientiousness by Means of Interventions: A Systematic Review DOI Creative Commons

Melanie Turner,

Flaviu A. Hodis

Educational Psychology Review, Journal Year: 2025, Volume and Issue: 37(2)

Published: April 12, 2025

Language: Английский

Citations

0
Bridging the Gap Between Math Formalism and Natural Language DOI
Inka Hähnlein,

Clara Luleich,

Pablo Pirnay‐Dummer

et al.

Advances in analytics for learning and teaching, Journal Year: 2025, Volume and Issue: unknown, P. 219 - 258

Published: Jan. 1, 2025

Language: Английский

Citations

0
Notetaking in the Time of COVID‐19: Shifts in Students' Notetaking Practices Between In‐Person and Online Instruction DOI
Megan N. Imundo,

Ron-Aguirre Moreno- Sánchez,

Bianca Gonzalez

et al.

Applied Cognitive Psychology, Journal Year: 2025, Volume and Issue: 39(3)

Published: May 1, 2025

ABSTRACT The COVID‐19 pandemic produced a unique opportunity to examine undergraduate students' notetaking practices for online courses. In this large survey study ( n = 584), we examined how changed from before during emergency instruction and students used their notes time. Our findings suggest that made use of the affordances courses—especially availability lecture recordings live captions—while taking notes. We also found mixed support using in evidence‐aligned ways. Students reported they consistently took often organizational strategies while notetaking. Yet, tended take transcript‐style reviewed passively at last minute. Together, our offer insight into leverage features learning paint nuanced picture strategies.

Language: Английский

Citations

0
Distributed Practice and Interleaved Practice: Undergraduate Students' Strategies, Experiences, and Beliefs DOI Creative Commons
Steven C. Pan, Eduardo González Cabañes, Andy Z. J. Teo

et al.

Applied Cognitive Psychology, Journal Year: 2025, Volume and Issue: 39(3)

Published: May 1, 2025

ABSTRACT Do undergraduate students know and use distributed practice , the strategy of spacing apart learning opportunities over time, interleaved alternating between topics during learning? What beliefs do hold about how should be scheduled, are common activities—such as using flashcards completing problem sets—actually scheduled? To explore these questions, we surveyed at two major universities in North America Southeast Asia, respectively. We found that is unfamiliar to many students, whereas virtually unknown. Both strategies often underutilized perceived with mixed effectiveness. Instructors, meanwhile, reportedly various scheduling approaches lectures assignments. Additionally, was associated better academic performance. These findings, which showed relative consistency across culturally diverse samples, underscore significant gaps student awareness adoption practice, highlighting need improve their integration into educational settings.

Language: Английский

Citations

0
Encouraging Students to Use Retrieval Practice: a Review of Emerging Research from Five Types of Interventions DOI
Shana K. Carpenter

Educational Psychology Review, Journal Year: 2023, Volume and Issue: 35(4)

Published: Sept. 23, 2023

Language: Английский

Citations

9
A Computational Model of School Achievement DOI Creative Commons
Brendan A. Schuetze

Educational Psychology Review, Journal Year: 2024, Volume and Issue: 36(1)

Published: Feb. 8, 2024

Abstract The computational model of school achievement represents a novel approach to theorizing achievement, conceptualizing educational interventions as modifications students’ learning curves. By modeling the process and products simultaneously, this tool addresses several unresolved questions in psychology through modeling. For example, prior research has highlighted perplexing inconsistencies relationship between time spent on task academic achievement. present simulation reveals that even under assumption time-on-task always positively contributes correlations can vary substantially across different contexts and, some cases, may be negative. Analysis correlation knowledge gains uncovers similar patterns. presents framework, bolstered simulation, enabling researchers formalize their assumptions, address ongoing debates, design tailored consider both environment individual student contexts.

Language: Английский

Citations

3
Optimizing self-organized study orders: combining refutations and metacognitive prompts improves the use of interleaved practice DOI Creative Commons
Erdem Onan, Felicitas Biwer, Roman Abel

et al.

npj Science of Learning, Journal Year: 2024, Volume and Issue: 9(1)

Published: April 24, 2024

During category learning, students struggle to create an optimal study order: They often one at a time (i.e., blocked practice) instead of alternating between different categories interleaved practice). Several interventions improve self-study categorical learning have been proposed, but these only tested in tasks where did not the order themselves. Instead, they decided which type follow. This pre-registered experiment examined whether intervention that combines refutations and metacognitive prompts can enhance students' engagement practice, specifically when organize materials Ninety-one undergraduate were randomized into control condition learned visual categories. Prior intervention, used more practice. After use practice significantly increased both immediate delayed-transfer tasks. More was associated with better classification performance. Our findings indicate form strong corrects erroneous beliefs increases their

Language: Английский

Citations

3
Setting research priorities for applied cognitive sciences—What do teachers want from research? DOI
Lisa‐Maria Müller, Victoria Cook

British Educational Research Journal, Journal Year: 2024, Volume and Issue: 50(3), P. 1471 - 1494

Published: Jan. 30, 2024

Abstract While research evidence has the potential to improve classroom practice, research–practice gaps continue persist not least owing limited relevance of findings for practice. A common approach in healthcare address gap is form priority setting partnerships (PSPs) which stakeholders identify questions they would like answer. This paper presents results from such a PSP education with focus on cognitive science research, received increased attention past few years its explain memory and learning processes inform Over 400 teachers were collected using an online survey. The final 15 priorities highlight need wider range subjects, settings phases as well designs that take complexity classrooms into consideration aim answer how different teaching strategies interact each other student motivation agency at micro‐ macro‐level. role teacher expertise vs. fidelity original should also be investigated further. Overall, this highlights importance taking voice account ensure new field both academically rigorous practically relevant.

Language: Английский

Citations

2