A meta-analytic review of the benefit of spacing out retrieval practice episodes on retention

2020 ◽  
Author(s):  
alice latimier ◽  
Hugo Peyre ◽  
Franck Ramus
Keyword(s):  
Retrieval Practice ◽  
Learning Strategy ◽  
Desirable Difficulties ◽  
Spaced Retrieval ◽  
Spacing Effects ◽  
Analytic Review ◽  
Meta Analyses

Spaced retrieval practice consists of repetitions of the same retrieval event distributed through time. This learning strategy combines two “desirable difficulties”: retrieval practice and spacing effects. We carried out meta-analyses on 29 studies investigating the benefit of spacing out retrieval practice episodes on final retention.

scholarly journals Retrieval practice in the form of online homework improved information retention more when spaced 5 days rather than 1 day after class in two physiology courses

2018 ◽  
Vol 42 (2) ◽  
pp. 305-310 ◽  
Author(s):  
Caitlin N. Cadaret ◽  
Dustin T. Yates
Keyword(s):  
Student Retention ◽  
Retrieval Practice ◽  
Online Homework ◽  
Information Retention ◽  
Final Exam ◽  
Desirable Difficulties ◽  
Anatomy And Physiology ◽  
Spaced Retrieval ◽  
The Impact

Studies have shown that practicing temporally spaced retrieval of previously learned information via formal assessments increases student retention of the information. Our objective was to determine the impact of online homework administered as a first retrieval practice 1 or 5 days after introduction of physiology topics on long-term information retention. Students in two undergraduate courses, Anatomy and Physiology (ASCI 240) and Animal Physiological Systems (ASCI 340), were presented with information on a specific physiological system during each weekly laboratory and then completed an online homework assignment either 1 or 5 days later. Information retention was assessed via an in-class quiz the following week and by a comprehensive final exam at semester’s end (4–13 wk later). Performance on homework assignments was generally similar between groups for both courses. Information retention at 1 wk did not differ due to timing of homework in either course. In both courses, however, students who received homework 5 days after class performed better on final exam questions relevant to that week’s topic compared with their day 1 counterparts. These findings indicate that the longer period between introducing physiology information in class and assigning the first retrieval practice was more beneficial to long-term information retention than the shorter period, despite seemingly equivalent benefits in the shorter term. Since information is typically forgotten over time, we speculate that the longer interval necessitates greater retrieval effort in much the same way as built-in desirable difficulties, thus allowing for stronger conceptual connections and deeper comprehension.

scholarly journals Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education

2021 ◽  
Vol 13 (4) ◽  
pp. 2247 ◽  
Author(s):  
Ana Manzano-León ◽  
Pablo Camacho-Lazarraga ◽  
Miguel A. Guerrero ◽  
Laura Guerrero-Puerta ◽  
José M. Aguilar-Parra ◽  
...  
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Game Design ◽  
Learning Strategy ◽  
Experimental Studies ◽  
Quasi Experimental ◽  
Current Lines ◽  
Meta Analyses ◽  
Game Elements ◽  
The Impact

Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.

scholarly journals A Meta-Analysis of Brain-Derived Neurotrophic Factor Effects on Brain Volume in Schizophrenia: Genotype and Serum Levels

2021 ◽  
pp. 1-14
Author(s):  
Anthony O. Ahmed ◽  
Samantha Kramer ◽  
Naama Hofman ◽  
John Flynn ◽  
Marie Hansen ◽  
...  
Keyword(s):  
Neurotrophic Factor ◽  
Psychotic Disorders ◽  
Brain Volume ◽  
Statistical Significance ◽  
Brain Derived Neurotrophic Factor ◽  
Volume Data ◽  
Analytic Review ◽  
Volume Measurements ◽  
Meta Analyses ◽  
Serum Bdnf

Aim: The Val66Met single-nucleotide polymorphism (SNP) on the BDNF gene has established pleiotropic effects on schizophrenia incidence and morphologic alterations in the illness. The effects of brain-derived neurotrophic factor (BDNF) on brain volume measurements are however mixed seeming to be less established for most brain regions. The current meta-analytic review examined (1) the association of the Val66Met SNP and brain volume alterations in schizophrenia by comparing Met allele carriers to Val/Val homozygotes and (2) the association of serum BDNF with brain volume measurements. Method: Studies included in the meta-analyses were identified through an electronic search of PubMed and PsycInfo (via EBSCO) for English language publications from January 2000 through December 2017. Included studies had conducted a genotyping procedure of Val66Met or obtained assays of serum BDNF and obtained brain volume data in patients with psychotic disorders. Nonhuman studies were excluded. Results: Study 1 which included 52 comparisons of Met carriers and Val/Val homozygotes found evidence of lower right and left hippocampal volumes among Met allele carriers with schizophrenia. Frontal measurements, while also lower among Met carriers, did not achieve statistical significance. Study 2 which included 7 examinations of the correlation between serum BDNF and brain volume found significant associations between serum BDNF levels and right and left hippocampal volume with lower BDNF corresponding to lower volumes. Discussion: The meta-analyses provided evidence of associations between brain volume alterations in schizophrenia and variations on the Val66Met SNP and serum BDNF. Given the limited number of studies, it remains unclear if BDNF effects are global or regionally specific.

scholarly journals Pan and Rickard (2018) Transfer of test-enhanced learning meta-analysis (preprint)

2018 ◽  
Author(s):  
Steven C. Pan
Keyword(s):  
Test Performance ◽  
Retrieval Practice ◽  
Worked Examples ◽  
Positive Transfer ◽  
Effect Sizes ◽  
Moderator Effect ◽  
Medical Diagnoses ◽  
Analytic Review ◽  
Test Enhanced Learning ◽  
Enhanced Learning

Attempting recall of information from memory, as occurs when taking a practice test, is one of the most potent training techniques known to learning science. However, does testing yield learning that transfers to different contexts? In the present article, we report the findings of the first comprehensive meta-analytic review into that question. Our review encompassed 192 transfer effect sizes extracted from 122 experiments and 67 published and unpublished articles (N = 10,382) comprising over 40 years of research. A random-effects model revealed that testing can yield transferrable learning as measured relative to a non-testing reexposure control condition (d = 0.40, 95% CI [0.31, 0.50]). That transfer of learning is greatest across test formats, to application and inference questions, to problems involving medical diagnoses, and to mediator and related word cues; it is weakest to rearranged stimulus-response items, to untested materials seen during initial study, and to problems involving worked examples. Moderator analyses further indicated that response congruency and elaborated retrieval practice, as well as initial test performance, strongly influence the likelihood of positive transfer. In two assessments for publication bias (using PET-PEESE and various selection methods), the moderator effect sizes were minimally affected. However, the intercept predictions were substantially reduced, often indicating no positive transfer when none of the aforementioned moderators are present. Overall, our results motivate a three-factor framework for transfer of test-enhanced learning and have practical implications for the effective use of practice testing in educational and other training contexts.

scholarly journals Coherently Organised Digital Exercises and Expositions

2020 ◽  
Author(s):  
Chris Sangwin ◽  
George Kinnear
Keyword(s):  
Online Learning ◽  
Retrieval Practice ◽  
New Technology ◽  
Evidence Based ◽  
Learning Materials ◽  
Evidence Based Practices ◽  
Mathematics Courses ◽  
University Mathematics ◽  
Spaced Retrieval ◽  
Online Quizzes

We describe an organising principle for online learning materials we term coherently organised digital exercises and expositions. Larger in scale than individual lessons but smaller than a programme of study, this innovation in instructional practice is increasingly guiding our thinking in the development of university mathematics courses. Essentially we have taken the book and put it inside automatically assessed online quizzes. In doing this we embrace the potential provided by new technology to implement evidence-based practices such as spaced retrieval practice. This paper discusses details of this innovation, and how we have implemented it. On the basis of these experiences, we believe this innovation has the potential to change the model of education for university mathematics courses in substantial and non-trivial ways.

scholarly journals Retrieval practice as a learning strategy for individuals with Down syndrome A preliminary study

2019 ◽  
Vol 13 (1) ◽  
pp. 104-110 ◽  
Author(s):  
Daniela Siqueira Veloso Starling ◽  
Bruna Fernanda Tolentino Moreira ◽  
Antônio Jaeger
Keyword(s):  
Down Syndrome ◽  
Retrieval Practice ◽  
Learning Strategy ◽  
Statistical Significance ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Reasoning Abilities ◽  
Preliminary Study ◽  
Matrix Reasoning ◽  
Target Words

ABSTRACT. Remembering recently studied materials (i.e., retrieval practice) is more beneficial for learning than restudying these materials. Objective: To investigate whether retrieval practice benefits learning for individuals with Down syndrome. Methods: Eighteen individuals with Down syndrome (mean age=21.61 years, SD=5.93) performed a task entailing a first read of an encyclopedic text covering a series of target words. After reading the text twice, participants recalled half of the target words (retrieval practice), and reread the other half (restudy). After 48 hours, participants answered a multiple-choice test including all target words. Subsequently, WASI’s Vocabulary and Matrix reasoning subtests were administered to estimate intelligence. Results: The benefit of retrieval practice for learning was numerically greater than the benefit of restudy, although this advantage did not reach statistical significance. Inspection of individual data suggested that the benefit of retrieval practice was greater than the benefit of restudy for the majority of the participants, independently of the participants’ vocabulary or reasoning abilities. Conclusion: Although more research is needed before retrieval practice can be recommended as a learning strategy for individuals with Down syndrome, the data suggest that retrieval practice can be a useful teaching tool for at least part of this population.

The Relational Turbulence Model: A Meta-Analytic Review

2020 ◽  
Vol 46 (2-3) ◽  
pp. 222-249
Author(s):  
Alan K Goodboy ◽  
San Bolkan ◽  
Liesel L Sharabi ◽  
Scott A Myers ◽  
James P Baker
Keyword(s):  
Random Effects ◽  
Turbulence Model ◽  
Correlation Matrix ◽  
Structural Equation ◽  
Turbulence Theory ◽  
Relational Turbulence ◽  
Analytic Review ◽  
Relational Turbulence Model ◽  
Meta Analyses ◽  
Uncertainty Relationship

Abstract A series of 27 meta-analyses was conducted to synthesize theoretical predictions, to date, of the relational turbulence model (RTM), which has informed relational turbulence theory (RTT). In line with theorized predictions, 12 random-effects meta-analyses (k = 9–15; n = 1,395–5,493) confirmed that RTM variables (i.e., self uncertainty, partner uncertainty, relationship uncertainty, and partner interference), on average, correlated with topic avoidance, depressive symptoms, and relationship satisfaction. An additional 15 random-effects meta-analyses (k = 4–41; n = 930–8,975) were conducted to pool an average correlation matrix among self uncertainty, partner uncertainty, relationship uncertainty, partner interference, partner facilitation, and relational turbulence. This pooled correlation matrix was used to test a meta-analytic structural equation model of the RTM commonly specified in the literature. Global and local fit statistics indicated the meta-analytic data fit the RTM well. Collectively, these results offer empirical and theoretical evidence for the RTM across nearly 2 decades of research and provide insights for future scholarship guided by the axioms and propositions of RTT.

scholarly journals Towards a Theory of Learning for Naming Rehabilitation: Retrieval Practice and Spacing Effects

2016 ◽  
Vol 59 (5) ◽  
pp. 1111-1122 ◽  
Author(s):  
Erica L. Middleton ◽  
Myrna F. Schwartz ◽  
Katherine A. Rawson ◽  
Hilary Traut ◽  
Jay Verkuilen
Keyword(s):  
Retrieval Practice ◽  
Spacing Effects
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