Interpolated memory tests reduce mind wandering and improve learning of online lectures
Interpolated memory tests reduce mind wandering and improve learning of online lectures
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DOI：
10.1073/pnas.1221764110
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发表时间：
2013-04-16
影响因子：
11.1
通讯作者：
Schacter, Daniel L.
中科院分区：
文献类型：
--
作者：
Szpunar, Karl K.;Khan, Novall Y.;Schacter, Daniel L.
近年来网络教育资源的兴起和普及给教育工作者带来了优化网络内容传播的挑战。在这里，我们提供的证据，指向一个解决方案的困难，学生经常报告在持续关注在线讲座在较长的时间。在两个实验中，我们证明，简单的行为插入在线讲座与记忆测试可以帮助学生保持注意力的方式，不鼓励任务无关的走神活动，鼓励任务相关的笔记活动，并提高学习讲座内容。重要的是，频繁的测试与减少对最终累积测试的焦虑以及对认知需求的主观估计的减少有关。我们的研究结果表明，插值测试在开发和传播在线教育内容的潜在关键作用。
The recent emergence and popularity of online educational resources brings with it challenges for educators to optimize the dissemination of online content. Here we provide evidence that points toward a solution for the difficulty that students frequently report in sustaining attention to online lectures over extended periods. In two experiments, we demonstrate that the simple act of interpolating online lectures with memory tests can help students sustain attention to lecture content in a manner that discourages task-irrelevant mind wandering activities, encourages task-relevant note-taking activities, and improves learning. Importantly, frequent testing was associated with reduced anxiety toward a final cumulative test and also with reductions in subjective estimates of cognitive demand. Our findings suggest a potentially key role for interpolated testing in the development and dissemination of online educational content.