Spaced learning and innovative teaching: school time, pedagogy of attention and learning awareness

Garzia, Maeca; Mangione, Giuseppina Rita; Longo, Leonarda; Pettenati, Maria Chiara

doi:10.1515/rem-2016-0004

Cited by 8 publications

(8 citation statements)

References 24 publications

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“…Shimoni [18] claimed that distributed practice not only consolidated memory but also refined students' understanding of the knowledge by allowing time for them to forget over the interval between successive presentations. Gerbier and Toppino [20] claimed that the spacing effect can be described by the deficient processing hypothesis: spaced repetition can result in more efficient encoding and better memory in the brain than immediate repetition. Although distributed practice is a better learning strategy than massed practice in most research studies, massed practice seems to be at least as effective as distributed practice in learning complex skills [16].…”

Section: Distributed Practicementioning

confidence: 99%

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Does a Distributed Practice Strategy for Multiple Choice Questions Help Novices Learn Programming?

Zhang

et al. 2020

Int. J. Emerg. Technol. Learn.

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Learning how to program is becoming essential in many disciplines. However, programming cannot be easily learned, especially by non-engineering students. It is challenging to conduct engineering education for non-engineering majored students. Therefore, it is important to teach non-engineering students to learn with efficient learning strategies. To discover an efficient learning strategy, we had 64 students practice programming with a simple learning management system and tracked all of their practice behaviors on multiple choice questions. The learning management system assigned one multiple choice question per day, but let students themselves decide their own practice frequencies. Students could also make unsynchronized communications by commenting on the questions. By analyzing their behavior patterns and other performance indicators, this paper compared the effect of two different practice strategies for multiple choice questions: distributed practice and massed practice. Our analysis found that students who adopted distributed practice significantly outperformed those who adopted massed practice on final exams (p=0.031). We further explored the possible reasons that led to this significant difference. Students who adopted distributed practice strategy tended to make higher percentage of first submission correctness, be more cautious while correcting errors, and be more constructive in posting question-related comments.

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Section: Distributed Practicementioning

confidence: 99%

“…Previous research has shown that a specific distribution of time can influence learning outcomes [20]. The optimal distribution is varied for different domains.…”

Section: Distributed Practicementioning

confidence: 99%

Does a Distributed Practice Strategy for Multiple Choice Questions Help Novices Learn Programming?

Zhang

et al. 2020

Int. J. Emerg. Technol. Learn.

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“…Other researchers used CBSL successfully in different contexts (Vaz, 2014 ; Garzia et al, 2016 ; Hägglöf, 2016 ) leading to support for wider use in education (Churches et al, 2017 ) and field trials. The billion-euro FuturICT project proposal recommended CBSL as 1 of 10 ways of meeting education's Grand Challenge to enable people to learn at orders of magnitude more effectively (Reynolds, 2010 ; Johnson et al, 2012 ; Bocconi et al, 2013 ).…”

Section: Long-term Memory Neurosciencementioning

confidence: 99%

Making Memories: Why Time Matters

Kelley

Evans

Kelley

2018

Front. Hum. Neurosci.

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In the last decade advances in human neuroscience have identified the critical importance of time in creating long-term memories. Circadian neuroscience has established biological time functions via cellular clocks regulated by photosensitive retinal ganglion cells and the suprachiasmatic nuclei. Individuals have different circadian clocks depending on their chronotypes that vary with genetic, age, and sex. In contrast, social time is determined by time zones, daylight savings time, and education and employment hours. Social time and circadian time differences can lead to circadian desynchronization, sleep deprivation, health problems, and poor cognitive performance. Synchronizing social time to circadian biology leads to better health and learning, as demonstrated in adolescent education. In-day making memories of complex bodies of structured information in education is organized in social time and uses many different learning techniques. Research in the neuroscience of long-term memory (LTM) has demonstrated in-day time spaced learning patterns of three repetitions of information separated by two rest periods are effective in making memories in mammals and humans. This time pattern is based on the intracellular processes required in synaptic plasticity. Circadian desynchronization, sleep deprivation, and memory consolidation in sleep are less well-understood, though there has been considerable progress in neuroscience research in the last decade. The interplay of circadian, in-day and sleep neuroscience research are creating an understanding of making memories in the first 24-h that has already led to interventions that can improve health and learning.

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“…Students’ final test results showed that repetition combined with these relatively short spaces can establish long-term memory. Recent initiatives were inspired by these findings and have illustrated the benefits of spaced instruction in different educational contexts [ 25 , 26 ].…”

Section: Introductionmentioning

confidence: 99%

Making a Lecture Stick: the Effect of Spaced Instruction on Knowledge Retention in Medical Education

et al. 2020

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Introduction Poor knowledge retention is a persistent problem among medical students. This challenging issue may be addressed by optimizing frequently used instructional designs, such as lectures. Guided by neuroscientific literature, we designed a spaced learning lecture in which the educator repeats the to-be-learned information using short temporal intervals. We investigated if this modified instructional design could enhance students’ retention. Materials and Methods Second-year medical students (n = 148) were randomly allocated to either the spaced lecture or the traditional lecture. The spaced lecture consisted of three 15-min instructional periods, separated by 5-min intervals. A short summary of the preceding information was provided after each interval. The traditional lecture encompassed the same information including the summary in the massed format, thus without the intervals. All students performed a baseline knowledge test 2 weeks prior to the lectures and students’ knowledge retention was assessed 8 days after the lectures. Results The average score on the retention test (α = 0.74) was not significantly different between the spaced lecture group (33.8% ± 13.6%) and the traditional lecture group (31.8% ± 12.9%) after controlling for students’ baseline-test performance (F(1,104) = 0.566, p = 0.458). Students’ narrative comments showed that the spaced lecture format was well-received and subjectively benefitted their attention-span and cognitive engagement. Discussion and Conclusion We were unable to show increased knowledge retention after the spaced lecture compared with the traditional lecture. Based on these findings, we provide recommendations for further research. Ultimately, we aim for optimized spaced learning designs to facilitate learning in the medical curriculum and to help educate health professionals with a solid knowledge base.

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Spaced learning and innovative teaching: school time, pedagogy of attention and learning awareness

Cited by 8 publications

References 24 publications

Does a Distributed Practice Strategy for Multiple Choice Questions Help Novices Learn Programming?

Does a Distributed Practice Strategy for Multiple Choice Questions Help Novices Learn Programming?

Making Memories: Why Time Matters

Making a Lecture Stick: the Effect of Spaced Instruction on Knowledge Retention in Medical Education

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