Interleaved, Distributed, and Practice Testing: Using Smartphones to Increase Learning PROCEEDING
Erin Devers, Christopher Devers, Indiana Wesleyan University, United States ; Alexandra Alayan, Wheaton College, United States ; Emily Ragsdale, Indiana Wesleyan University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Students often do not utilize the most effective techniques when studying. This project combined evidence-based pedagogical techniques and smartphones to help promote student learning. Throughout the week, students received test like questions on their smartphone, which provided interleaved, distributed, and practice testing. Overall, students who received the review questions performed better on exams than students who did not receive the prompts. This project provided evidence of how smartphones can be used to help facilitate learning outside of the class and prompt students to utilize more effective study methods.
Devers, E., Devers, C., Alayan, A. & Ragsdale, E. (2016). Interleaved, Distributed, and Practice Testing: Using Smartphones to Increase Learning. In Proceedings of E-Learn: World Conference on E-Learning (pp. 652-655). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 17, 2018 from https://www.learntechlib.org/primary/p/173992/.
© 2016 Association for the Advancement of Computing in Education (AACE)
- Chi, M.T., Bassok, M., Lewis, M.W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive science, 13(2), 145-182.
- Chi, M.T., DeLeeuw, N., Chiu, M.H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive science, 18(3), 439-477.
- Dunlosky, J., Rawson, K., Marsh, E.J., Nathan, M.J., & Willingham, D.T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.
- Gurung, R.A.R. (2003). Pedagogical aids and student performance. Teaching of Psychology, 30(2), 92-96.
- Gurung, R.A.R. (2005). How do students really study (and does it matter)? Teaching of Psychology, 32, 367-372.
- Gurung, R.A., Weidert, J., & Jeske, A. (2010). Focusing on how students study. Journal of the Scholarship of Teaching and Learning, 10(1), 28-35.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.