适应性与固定学习间隔:来自化学教育中学习与迁移研究的证据。

Everett Mettler, Christine M Massey, Amina K El-Ashmawy, Philip J Kellman
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引用次数: 0

摘要

相对于大量的练习时间安排,学习项目的间隔展示可以提高记忆力——这就是众所周知的间隔效应。间隔练习可以通过自适应地安排学习项目的呈现,为单个项目和学习者提供定制的间隔时间来进一步增强。ARTS -自适应响应时间排序(Mettler, Massey, & Kellman 2016)在交互式学习试验中动态确定与每个学习者正在进行的速度和准确性相关的间隔。我们通过比较自适应时间表和由不断扩大的间隔组成的固定时间表,证明了ARTS在社区大学化学课程化学命名中的有效性。适应性间隔提高了学习的效率和持久性,在延迟两周后,学习成果仍然存在,并在2-3个月后推广到化学知识的标准化评估。另外两个实验在实验室和社区大学环境中证实并扩展了这些结果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Adaptive vs. Fixed Spacing of Learning Items: Evidence from Studies of Learning and Transfer in Chemistry Education.

Spacing presentations of learning items across time improves memory relative to massed schedules of practice - the well-known spacing effect. Spaced practice can be further enhanced by adaptively scheduling the presentation of learning items to deliver customized spacing intervals for individual items and learners. ARTS - Adaptive Response-time-based Sequencing (Mettler, Massey, & Kellman 2016) determines spacing dynamically in relation to each learner's ongoing speed and accuracy in interactive learning trials. We demonstrate the effectiveness of ARTS when applied to chemistry nomenclature in community college chemistry courses by comparing adaptive schedules to fixed schedules consisting of continuously expanding spacing intervals. Adaptive spacing enhanced the efficiency and durability of learning, with learning gains persisting after a two-week delay and generalizing to a standardized assessment of chemistry knowledge after 2-3 months. Two additional experiments confirmed and extended these results in both laboratory and community college settings.

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