Spacing, Feedback, and Testing Boost Vocabulary Learning in a Web Application.

ABSTRACT: Information and communication technology (ICT) becomes more prevalent in education but its general efficacy and that of specific learning applications are not fully established yet. One way to further improve learning applications could be to use insights from fundamental memory research. We here assess whether four established learning principles (spacing, corrective feedback, testing, and multimodality) can be translated into an applied ICT context to facilitate vocabulary learning in a self-developed web application. Effects on the amount of newly learned vocabulary were assessed in a mixed factorial design (3×2×2×2) with the independent variables Spacing (between-subjects; one, two, or four sessions), Feedback (within-subjects; with or without), Testing (within-subjects, 70 or 30% retr

SUBMITTER: Belardi A 

PROVIDER: S-EPMC8638698 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature