A Spaced, Interleaved Retrieval Practice Tool that is Motivating and Effective

YeckehZaare, Iman; Resnick, Paul; Ericson, Barbara

doi:10.1145/3291279.3339411

Cited by 21 publications

(6 citation statements)

References 22 publications

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“…It is measured as a score between −1 and 5, with −1 indicating the hardest questions (i.e., a question that was skipped) and 5 indicating the easiest questions (i.e., a question that was immediately answered correctly). We utilized YeckehZaare et al [49]'s formula for calculating the parameter q.…”

Section: Methodsmentioning

confidence: 99%

“…Rather, in the situation where participants are neither forced to space nor given complete freedom to space on their own, we propose that participants have instead been incentivized to space. For example, a study by YeckehZaare et al [49] falls within this category, where students were incentivized to use a retrieval-practice tool to scaffold their learning. They could earn a point "per day" for answering ten questions correctly over 45 days of their choice, out of about 100 days of the semester.…”

Section: Differences Between Imposedmentioning

confidence: 99%

“…They could earn a point "per day" for answering ten questions correctly over 45 days of their choice, out of about 100 days of the semester. Students could earn only up to 5% of the course grade by completing all the 45 days of practice, but this was enough of an incentive for them to engage in more spacing [49].…”

Section: Differences Between Imposedmentioning

confidence: 99%

“…To improve students' long-term learning, the course incorporated a practice tool designed by YeckehZaare et al [49], which uses questions from the course's eBook. This tool was designed to incentivize spacing, interleaving 4 , and retrieval practice 5 .…”

Section: The Practice Toolmentioning

confidence: 99%

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Incentivized Spacing and Gender in Computer Science Education

YeckehZaare

Fox

Grot

et al. 2021

Proceedings of the 17th ACM Conference on International Computing Education Research

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Extensive prior research shows that spacing -the distribution of studying over multiple sessions -significantly improves long-term learning in many disciplines. However, in computer science education, it is unclear if 1) spacing is effective in an incentivized, non-imposed setting and 2) when incentivized, female and male students space their studying differently. To investigate these research questions, we examined how students in an introductory computer science course (378 female and 310 male) spaced their studying. A retrieval practice tool in the course (for 5% of the course grade) incentivized students to space their studying, by awarding a point per day of usage. To measure how much each student spaced, we examined their interactions with the course eBook, which served as their primary learning resource. Specifically, when comparing two students with the same academic and demographic characteristics, the same measure of course easiness, and the same amount of content studied, we considered the student who distributed their studying over more days to be the one who spaced more. Using this definition, our structural equation modeling (SEM) results show that, 1) on average, students who spaced their studying over 14.516 more days (one standard deviation) got 2.25% higher final exam

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Section: Methodsmentioning

confidence: 99%

Section: Differences Between Imposedmentioning

confidence: 99%

Section: Differences Between Imposedmentioning

confidence: 99%

Section: The Practice Toolmentioning

confidence: 99%

See 2 more Smart Citations

Incentivized Spacing and Gender in Computer Science Education

YeckehZaare

Fox

Grot

et al. 2021

Proceedings of the 17th ACM Conference on International Computing Education Research

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“…Além disso, algumas disciplinas contam com muitas informações para assimilar, que vão além da sua funcionalidade. APIs, por exemplo, podem ser muito grandes, com muitas classes, vários parâmetros e significados específicos, pré-condições, exceções, entre outros.Já o estudo deYeckehZaare et al (2019), por ter sido realizado com estudantes de graduação em um curso introdutório de programação na Universidade de Michigan, torna os resultados de difícil generalização para outros cursos, Universidades ou países. Além disso, o estudo não desassocia o efeito de outros tipos de prática das práticas espaçadas realizadas na ferramenta, o que influencia nos resultados, já que os estudantes podem praticar fora do ambiente de teste.…”

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Levantamento do Estado da Arte sobre o uso da Metodologia de Repetição Espaçada no Ensino de Computação

Jacinto

Medeiros

2022

Anais Do XXX Workshop Sobre Educação Em Computação (WEI 2022)

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Este artigo apresenta os resultados de uma revisão sistemática da literatura (RSL) sobre o uso da metodologia de Repetição Espaçada (RE) na Educação em Computação. Foram analisados estudos primários dos anos de 2011 a 2021, resultando em 46 estudos indexados a partir da string de busca, dos quais nove foram analisados para responder às questões de pesquisa. Esta RSL confirma que a metodologia de RE, embora já seja muito estudada e aplicada no ensino de Línguas Estrangeiras e Medicina, ainda é um campo pouco explorado no que diz respeito ao ensino de Ciência da Computação. Este trabalho contribui com a identificação de lacunas de pesquisas e possibilidades de novas práticas pedagógicas no ensino de Computação.

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QMaps: Engaging Students in Voluntary Question Generation and Linking

YeckehZaare

Barghi²,

Resnick

2020

Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

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Generating multiple-choice questions is known to improve students' critical thinking and deep learning. Visualizing relationships between concepts enhances meaningful learning, students' ability to relate new concepts to previously learned concepts. We designed and deployed a collaborative learning process through which students generate multiple-choice questions and represent the prerequisite knowledge structure between questions as visual links in a shared map, using a variation of Concept Maps that we call "QMap." We conducted a four-month study with 19 undergraduate students. Students sustained voluntary contributions, creating 992 good questions, and drawing 1, 255 meaningful links between the questions. Through analyzing self-reports, observations, and usage data, we report on the technical and social design features that led students to sustain their motivation.

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A Spaced, Interleaved Retrieval Practice Tool that is Motivating and Effective

Cited by 21 publications

References 22 publications

Incentivized Spacing and Gender in Computer Science Education

Incentivized Spacing and Gender in Computer Science Education

Levantamento do Estado da Arte sobre o uso da Metodologia de Repetição Espaçada no Ensino de Computação

QMaps: Engaging Students in Voluntary Question Generation and Linking

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