Enhancing learning and the student experience with successive relearning

这项提案调查了连续再学习(SR)作为提高学生在教育环境中的学习结果和幸福感的一种手段。SR以学习科学为基础，涉及从记忆中回忆教过的材料(提取练习)，并按间隔(间隔练习)多次回忆。掌握是通过为回忆错误提供纠正反馈，然后是随后的回忆机会来实现的。一个小但一致的证据基础表明，SR显著增加了学生记忆的信息量和其持久性。虽然在SR领域的初步发现是有希望的，但现有的证据基础很小，并且有几个局限性。解决这些限制对于发展学习的理论框架和教育领域的相关实践是至关重要的，并使教育工作者能够设计课程，为学生培养最佳的学习体验和结果。目前的建议通过两个大型实验研究解决了随机共振研究的五个限制。这两项研究都将任务上的时间作为SR有效性的一个潜在原因，这一因素在以前的研究中没有得到适当的控制(限制1)。此外，从现有的研究来看，两个关键因素--频率(练习课程的数量)和时间(课程间隔)--在不同的学习阶段之间是如何相互联系的还不清楚(限制2)。最近的证据表明，他们的关系随着信息需要被记住的时间长短而不同。因此，我们将考虑在几个不同的保持间隔中重新学习的频率和时间之间的关系。这两项研究将告诉教育者如何在他们自己的学习计划中最好地利用SR。目前的研究还没有探索潜在地增强或巩固与SR相关的学习优势的机制(限制3、4和5)。SR可能会导致学生学习策略的转变，从而加强对新材料的学习。在这里，我们具体探讨了改变学习材料的学习时间表是否会对学习策略的发展产生不同的影响。有几个因素与课堂成绩有关，这些因素通常因人而异。这些包括元认知准确性(学生对自己学业表现的自我评估)、注意力控制(学生报告他们集中注意力和将注意力转移到学习上的程度)、学业自我效能(学生认为他们可以有效地学习材料)和担忧/焦虑(学生报告与学习和表现有关的焦虑情绪)。为了明确SR与学生心理健康和课堂幸福感之间的联系，我们的两项实验研究将衡量SR实践中这四个变量的变化。在提案的后半部分，我们的目标是加强我们研究的影响。首先，我们将把我们的基本实验结果扩展到课堂环境中，以展示其翻译影响。我们将使用研究1和研究2中建立的最佳频率和时间参数，将SR时间表与本科模块中的重学时间表进行比较。通过应用与先前研究相同的实验严谨性，我们将更好地理解SR在实践中对成绩的具体好处。本次课堂干预还将探索随机共振对学生元认知、心理健康和幸福感的价值，以及对有效学习策略的发展。其次，我们将创建一个LEAP网站，并开始与怀文学院合作，使他们能够使用该网站将重新学习时间表应用于他们自己的教学。随着时间的推移，这个网站将被修改，以允许学生加强自己的学习。

This proposal investigates successive relearning (SR) as a means to enhance student learning outcomes and well-being in educational environments. SR is grounded in the science of learning and involves recalling taught material from memory (retrieval practice) on several occasions separated by intervals (spaced practice). Mastery is achieved by providing corrective feedback for recall errors followed by subsequent recall opportunities. A small but consistent evidence base suggests that SR significantly increases both the amount of information that students remember and its durability. While preliminary findings in the field of SR are promising, the existing evidence base is small and has several limitations. Addressing these limitations is critical for the development of both theoretical frameworks of learning and related practice in the field of education, and to enable educators to design curricula that foster optimal learning experiences and outcomes for students.The current proposal addresses five limitations in SR research across two large experimental studies. Both studies will consider time-on task as a potential cause of SR's effectiveness, a factor that has not been properly controlled in previous research (Limitation 1). In addition, it is unclear from existing research how two key factors, frequency (the number of practice sessions) and timing (the intersession interval) interrelate across different learning periods (Limitation 2). Recent evidence suggests that their relationship varies with the length of time that information needs to be remembered. We will therefore consider the relationship between the frequency and timing of relearning across several different retention intervals. These two studies will inform educators how best to utilise SR within their own programmes of study.Current research has not explored mechanisms that potentially augment or underpin the learning advantages associated with SR (Limitations 3, 4, and 5). It is possible that SR leads to a shift in students' learning strategies that enhances the learning of new material. Here, we specifically explore whether varying the learning schedule of to-be-learned material has a differential impact on the development of learning strategies. Several factors that typically vary across individuals have been related to classroom achievement. These include metacognitive accuracy (student self-assessments of their own academic performance), attentional control (student reports of how well they focus and shift attention to learn), academic self-efficacy (student beliefs that they can effectively learn the material) and worry/ anxiety (student reports of anxious affect associated with learning and performance). To generate a definitive profile of the link between SR and the broader benefits on student mental health and well-being in the classroom, our two experimental studies will measure change in these four variables over SR practice.In the latter part of the proposal, we aim to enhance the impact of our research. First, we will extend our basic experimental findings to a classroom environment to demonstrate its translational impact. We will compare an SR schedule with a restudy schedule in an undergraduate module using optimal frequency and timing parameters established in Studies 1 and 2. By applying the same experimental rigour of the earlier studies, we will better understand the specific benefits of SR on attainment in practice. This classroom intervention will also explore the value of SR on students' metacognition, mental health, and well-being and on the development of effective learning strategies. Second, we will create a LEAP website and start to work in partnership with Wyvern College to enable them to use this website to apply relearning schedules to their own teaching. Over time, this website will be amended to allow students to enhance their own learning.