Implementing Distributed Practice in Statistics Courses: Benefits for Retention and Transfer

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dc.date.accessioned2021-07-29T13:31:09Z
dc.date.issued2020-11-18
dc.identifierdoi:10.17170/kobra-202103253596
dc.identifier.urihttp://hdl.handle.net/123456789/13047
dc.language.isoengeng
dc.relation.doidoi:10.1016/j.jarmac.2020.08.014
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectdistributed practiceeng
dc.subjectstatisticseng
dc.subjectspacingeng
dc.subjecttransfereng
dc.subjectuniversity courseeng
dc.subjectlong-term retentioneng
dc.subject.ddc150
dc.subject.swdLernverhaltenger
dc.subject.swdPrüfungsvorbereitungger
dc.subject.swdLerntechnikger
dc.subject.swdStatistikger
dc.titleImplementing Distributed Practice in Statistics Courses: Benefits for Retention and Transfereng
dc.typeAufsatz
dc.type.versionacceptedVersion
dcterms.abstractThe present study investigated the effect of distributed versus crammed practice before a course deadline on the retention and transfer of knowledge, and whether learner characteristics moderate the effect. In Experiment 1, only 41% (N = 38) of the initially enrolled students worked the voluntary but recommended practice tasks. Moreover, markedly fewer students did so in the distributed condition (12%) than the crammed practice condition (29%). In Experiment 2, working the practice tasks was mandatory and more students completed them (N = 105, i.e., 81%). Students who distributed practice clearly outperformed students who crammed practice on tests of knowledge retention and transfer five weeks after the practice deadline. No moderating effects of learner characteristics emerged. The study shows that distributed practice following knowledge acquisition is a powerful learning tool for fostering long-term retention and transfer with adults in authentic educational contexts.eng
dcterms.accessRightsopen access
dcterms.creatorEbersbach, Mirjam
dcterms.creatorBarzagar Nazari, Katharina
dcterms.source.identifiereissn:2211-3681
dcterms.source.issueIssue 4
dcterms.source.journalJournal of Applied Research in Memory and Cognition (JARMAC)eng
dcterms.source.pageinfo532-541
dcterms.source.volumeVolume 9
kup.iskupfalse
ubks.embargo.end2022-11-19
ubks.embargo.terms2022-11-19

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