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Spacing, Feedback, and Testing Boost Vocabulary Learning in a Web Application
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 as...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2021
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8638698/ https://www.ncbi.nlm.nih.gov/pubmed/34867656 http://dx.doi.org/10.3389/fpsyg.2021.757262 |
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author | Belardi, Angelo Pedrett, Salome Rothen, Nicolas Reber, Thomas P. |
author_facet | Belardi, Angelo Pedrett, Salome Rothen, Nicolas Reber, Thomas P. |
author_sort | Belardi, Angelo |
collection | PubMed |
description | 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% retrieval trials), and Multimodality (within-subjects; unimodal or multimodal). Data from 79 participants revealed significant main effects for Spacing [F(2,76) = 8.51, p = 0.0005, [Formula: see text]] and Feedback [F(1,76) = 21.38, p < 0.0001, [Formula: see text]], and a significant interaction between Feedback and Testing [F(1,76) = 14.12, p = 0.0003, [Formula: see text]]. Optimal Spacing and the presence of corrective Feedback in combination with Testing together boost learning by 29% as compared to non-optimal realizations (massed learning, testing with the lack of corrective feedback). Our findings indicate that established learning principles derived from basic memory research can successfully be implemented in web applications to optimize vocabulary learning. |
format | Online Article Text |
id | pubmed-8638698 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-86386982021-12-03 Spacing, Feedback, and Testing Boost Vocabulary Learning in a Web Application Belardi, Angelo Pedrett, Salome Rothen, Nicolas Reber, Thomas P. Front Psychol Psychology 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% retrieval trials), and Multimodality (within-subjects; unimodal or multimodal). Data from 79 participants revealed significant main effects for Spacing [F(2,76) = 8.51, p = 0.0005, [Formula: see text]] and Feedback [F(1,76) = 21.38, p < 0.0001, [Formula: see text]], and a significant interaction between Feedback and Testing [F(1,76) = 14.12, p = 0.0003, [Formula: see text]]. Optimal Spacing and the presence of corrective Feedback in combination with Testing together boost learning by 29% as compared to non-optimal realizations (massed learning, testing with the lack of corrective feedback). Our findings indicate that established learning principles derived from basic memory research can successfully be implemented in web applications to optimize vocabulary learning. Frontiers Media S.A. 2021-11-15 /pmc/articles/PMC8638698/ /pubmed/34867656 http://dx.doi.org/10.3389/fpsyg.2021.757262 Text en Copyright © 2021 Belardi, Pedrett, Rothen and Reber. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Belardi, Angelo Pedrett, Salome Rothen, Nicolas Reber, Thomas P. Spacing, Feedback, and Testing Boost Vocabulary Learning in a Web Application |
title | Spacing, Feedback, and Testing Boost Vocabulary Learning in a Web Application |
title_full | Spacing, Feedback, and Testing Boost Vocabulary Learning in a Web Application |
title_fullStr | Spacing, Feedback, and Testing Boost Vocabulary Learning in a Web Application |
title_full_unstemmed | Spacing, Feedback, and Testing Boost Vocabulary Learning in a Web Application |
title_short | Spacing, Feedback, and Testing Boost Vocabulary Learning in a Web Application |
title_sort | spacing, feedback, and testing boost vocabulary learning in a web application |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8638698/ https://www.ncbi.nlm.nih.gov/pubmed/34867656 http://dx.doi.org/10.3389/fpsyg.2021.757262 |
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