Beyond the Distributed Practice Effect: Is Distributed Learning Also Effective for Learning With Non-repeated Text Materials?

Distributed learning is often recommended as a general learning strategy, but previous research has established its benefits mainly for learning with repeated materials. In two experiments, we investigated distributed learning with complementary text materials. 77 (Experiment 1) and 130 (Experiment 2) seventh graders read two texts, massed vs. distributed, by 1 week (Experiment 1) or 15 min (Experiment 2). Learning outcomes were measured immediately and 1 week later and metacognitive judgments of learning were assessed. In Experiment 1, distributed learning was perceived as more difficult than massed learning. In both experiments, massed learning led to better outcomes immediately after learning but learning outcomes were lower after 1 week. No such decrease occurred for distributed learning, yielding similar outcomes for massed and distributed learning after 1 week. In sum, no benefits of distributed learning vs. massed learning were found, but distributed learning might lower the decrease in learning outcomes over time.

Massed and distributed practice on learning the forehand shot in tennis

Purpose This study aims to determine the effect of the distribution of practice on learning the forehand shot in tennis. Method Twenty-four beginner tennis players participated in the study (13 males and 11 female; 8.63 ± 0.92 years old). The players were separated after groups -massed practice ( N = 12) and distributed practice ( N = 12). Each group practiced the forehand shot for 12 sessions, 4 series per session and 10 trials/series (6 weeks). The accuracy and efficacy were measured through one post-test and one retest, carried out 2 weeks after the last learning session. Results Significant improvements in accuracy between the pre-test and post-test ( p=.004) and between pre-test and re-test ( p=.006) were found in the massed practice group. Significant improvements in accuracy between the pre-test and post-test ( p=.002) and between pre-test and re-test ( p=.001) were found in the distributed practice group. No significant differences were found between groups but there was a favourable trend toward better learning in both, with improved accuracy and efficacy. Conclusion The motor learning through the distribution of practice among children has been noted, with a significant improvement in the skill acquisition of the forehand shot in the two groups. The results are useful because they clear up the doubts about how to plan the teaching of this stroke in tennis, confirming the suitability of carrying out learning programs based on massed and distributed practice.

Differences in the Effect of Recovery Time in Distributed Practice on Accuracy of Bolavoli Bump Service Assessed from Blood Muscular Power on the Bolavoli Intermediate Putra Athlete

Various studies were conducted to try to improve the accuracy in performing the volleyball jump service, either by simple exercises to modification of the form of training. The purpose of this study was to determine the difference in the effect of recovery time in distributed practice and leg muscle power on the accuracy of volleyball jump service. This research was conducted on volleyball athletes at Vita Surakarta club. The research method used is an experimental method with a 2x2 factorial design, the sample size in this study was 40 athletes obtained through total sampling technique. Data analysis techniques in this study used ANOVA, Saphiro-Wilk test (Lilliefors test with α = 0.05) and variance homogeneity test (Leve's test with α = 0.05). The results showed that (1) athletes who were given training using long recovery times had a significant effect on the accuracy of the volleyball jump service compared to athletes who were given training using short recovery times. (2) athletes who have high leg muscle power have a significant effect on the accuracy of the volleyball jump service compared to athletes who have low leg muscle power. (3) there is an interaction between the recovery time and leg muscle power on the accuracy of the volleyball jump service.

A Meta-Analysis of Ten Learning Techniques

This article outlines a meta-analysis of the 10 learning techniques identified in Dunlosky et al. (2013a), and is based on 242 studies, 1,619 effects, 169,179 unique participants, with an overall mean of 0.56. The most effective techniques are Distributed Practice and Practice Testing and the least effective (but still with relatively high effects) are Underlining and Summarization. A major limitation was that the majority of studies in the meta-analysis were based on surface or factual outcomes, and there is caution needed when applying these findings to deeper and more relational outcomes. Other important moderators included the presence of feedback or not, near or far transfer, and the effects were much greater for lower than higher ability students. It is recommended that more attention be paid to when, under what conditions, each technique can be used, and how they can best be taught.