Using Optimally Selected Drill Practice to Train Basic Facts

Pavlik, Philip I.; Bolster, Thomas; Wu, Sue-mei; Koedinger, Ken; MacWhinney, Brian

doi:10.1007/978-3-540-69132-7_62

Cited by 21 publications

(14 citation statements)

References 3 publications

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“…The spacing of the known items could provide a method to increase the efficiency of IR. Pavlik, Bolster, Wu, Koedinger, and MacWhinney () suggest that the relationship between practice (memory activation) and efficiency of learning is actually an inverted u‐shaped. That is, narrowly spaced practice results in quick learning, whereas items that are widely spaced result in longer‐term retention.…”

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confidence: 99%

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Examining the Use of Spacing Effect to Increase the Efficiency of Incremental Rehearsal

et al. 2016

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Incremental rehearsal (IR) is a highly effective intervention that uses high repetition and a high ratio of known to unknown items with linearly spaced known items between the new items. It has been hypothesized that narrowly spaced practice would result in quick learning, whereas items that are widely spaced would result in longer-term retention. The current study examined the effect of spacing by teaching vocabulary words to 36 fourth-grade students. Each student was randomly assigned to a widely spaced IR condition (i.e., one unknown item, one known item, one unknown item, two known items, one unknown item, three known items, and an increase in the number of known items presented each time by one) or an IR condition in which spacing increased exponentially (IR-Exp; i.e., one unknown item, one known item, one unknown item, two known items, one unknown item, four known items, and one unknown item, eight known items). The results indicated that the students in the study retained twice as much information with the widely spaced IR than with the IR-Exp condition, but the latter required half as much time. IR and IR-Exp were equally efficient, but IR continues to be superior to all other flashcard approaches in improving retention. C 2016 Wiley Periodicals, Inc.

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confidence: 99%

“…In addition, the longest amount of time between presentations would be the same in both cases (eight known). This would possibly improve long‐term retention (Pavlik et al., ). These predictions are hypotheses in need of research.…”

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Examining the Use of Spacing Effect to Increase the Efficiency of Incremental Rehearsal

et al. 2016

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“…Recent research into the testing effect exploited by flashcards-that learning is enhanced when the learner is required to recall information rather than restudying it-has shown that even covert retrieval practice, with no observable user response or immediate system feedback, suffices to increase the degree of learning and reduce the rate of forgetting [30]. Other work has attempted to model human memory to predict future performance based on a history of learning events [31]. However, most algorithms for automated flashcard review are derived from the Leitner system [12], developed in the 1970s for managing piles of physical flashcards.…”

Section: Established Technologies For Language Learningmentioning

confidence: 99%

MicroMandarin

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Chiu

et al. 2011

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

102

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Learning a new language is hard, but learning to use it confidently in conversations with native speakers is even harder. From our field research with language learners, with support from Cognitive Psychology and Second Language Acquisition, we argue for the value of contextual microlearning in the many breaks spread across different places and throughout the day. We present a mobile application that supports such microlearning by leveraging the location-based service Foursquare to automatically provide contextually relevant content in the world's major cities. In an evaluation of Mandarin Chinese learning, a four-week, 23-user study spanning Beijing and Shanghai compared this contextual system to a system based on word frequency. Study sessions with the contextual version lasted half as long but occurred in twice as many places as sessions with the frequency version, suggesting a complementary relationship between the two approaches.

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“…Adaptive instructional sequences are best known for increasing the efficiency of learning [2]. However, Pavlik et al [3] reported that students tended to chose an adaptive sequence of foreign language instructional items over a random sequence of items. We further explore this phenomenon by investigating whether adaptive sequences can increase motivation to engage in a learning activity.…”

Section: Introductionmentioning

confidence: 99%