Promoting lasting learning by combining spacing with worked examples

通过将间距与实际示例相结合来促进持久学习

• 批准号: 495697056
• 负责人: Professorin Dr. Mirjam Ebersbach
• 金额: --
• 依托单位: Fachgebiet Entwicklungspsychologie
• 依托单位国家: 德国
• 项目类别: Research Units
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/495697056?language=en
• 关键词: Promoting; lasting; learning; combining; spacing

Spacing the learning phases across multiple sessions instead of learning in only one session yields robust effects on retention when tested in the laboratory with simple learning material (e.g., word lists). However, the effect turned out to be less robust in real educational contexts involving coherent learning material, relevant for the curriculum. One explanation for this less robust effect is the limited, superficial elaboration of the learning content by the learners. The present project aims at investigating whether the spacing effect in real educational contexts can benefit from being combined with worked examples (and vice versa). Worked examples are a potent learning tool, involving a problem, the single solution steps, and the problem solution. Working through worked examples (combined with self-explanations) may stimulate a deeper, more elaborated processing. However, the long-term effects of worked examples on retention are hardly known yet. In the current project, we therefore investigate in the frame of three experiments within the field of mathematics learning in school whether the spacing of practice tasks yields enhances students’ lasting retention when being combined with worked examples—instead of simple problem solving tasks. The samples will comprise fourth Graders acquiring semi-written multiplication skills and eleventh Graders learning stochastics. We expect main effects of both spacing and worked examples and a multiplicative interaction effect when the two principles are combined. Moreover, we examine whether detecting errors in incorrect worked examples by the learners has a larger effect for lasting learning than being presented with worked examples that are already marked as correct or incorrect. Exploratorily, we additionally examine the impact of learners’ prior knowledge, their general mathematical achievement, and motivational aspects for the effects.

在实验室中使用简单的学习材料（例如，单词列表）。然而，在涉及与课程相关的连贯学习材料的真实的教育环境中，这种效果被证明不那么强劲。对这种不太强烈的效果的一种解释是学习者对学习内容的有限的、肤浅的阐述。本项目旨在调查是否间距效应在真实的教育背景下可以受益于结合工作的例子（反之亦然）。样例是一种强有力的学习工具，涉及问题、单个解决方案步骤和问题解决方案。通过工作的例子（结合自我解释）可能会刺激更深层次，更详细的处理。然而，长期影响的保留工作的例子几乎还不知道。因此，在目前的项目中，我们调查的三个实验框架内的数学学习领域在学校的实践任务的间距是否产生提高学生的持久保留时，结合工作的例子，而不是简单的问题解决任务。样本将包括四年级学生获得半书面乘法技能和十一年级学生学习随机。我们预期的主要影响的间距和工作的例子和乘法的相互作用效果时，这两个原则相结合。此外，我们研究是否检测错误的学习者在不正确的工作例子有一个更大的影响持久的学习比与工作的例子，已经标记为正确或不正确的。探索性地，我们还研究了学习者的先验知识的影响，他们的一般数学成绩，和动机方面的效果。