Spaced Repetition: towards more effective learning in STEM
Spaced Repetition: towards more effective learning in STEM
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间隔重复：更有效地学习 STEM
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
A. Stirton
中科院分区：
文献类型：
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作者：
A. Voice;A. Stirton
分析了在高等物理热力学模块中使用间隔重复法的原因：学生使用间隔重复法的模式；在模块考试结束时对记忆和成绩的影响；以及在暑假后的延期测试中的表现。一个定制的网络应用程序可以生成个性化的复习时间表，用于在整个模块中提供关于材料的练习题。超过四分之一的学生，涵盖了整个班级的能力范围，以某种方式使用了这款应用程序，大约一半的人以间隔的方式使用它，一半的人在考试前使用它进行大量练习。使用间隔方式的学生的调整平均考试成绩为70%，而大量使用的学生为64%，不使用的学生为61%。间隔使用比不使用的正效应值为0.47，具有统计学意义（p = 0.000056）。对于延迟测试，间隔者和非使用者的平均调整分数分别为45%和34%。虽然在整个夏天保留的材料较少，但这显示了统计学上显著（p = 0.021）的正效应大小为0.54。这项工作提供了证据和机制，让学生在课程学习阶段进行重复练习，有利于他们长期记住材料。
The use of spaced repetition within a physics higher education thermodynamics module has been analysed for: its pattern of use by students; its effect on memory and performance in the end of module exam; and performance in a delayed test after the summer vacation. A custom-built web app with the facility to generate a personalised repetition timetable was used to deliver practice questions on the material throughout the module. Just over a quarter of students, spanning the whole ability range of the class, made use of the app in some way, about half using it in a spaced manner and half using it for massed practice just before the exam. Students who engaged in a spaced manner had an adjusted mean exam score of 70%, compared to 64% for massed usage and 61% for non-usage. The spaced usage represents a positive effect size of 0.47 over non-usage, which is statistically significant ( p = 0.000056). For the delayed test the mean adjusted scores for spacers and non-users were 45% and 34% respectively. Whilst less material had been retained over the summer, this revealed a statistically significant ( p = 0.021) positive effect size of 0.54. This work provides evidence and mechanisms to involve students in repetitive practice during the learning phase of a course to advantage their long term retention of material.