MIT Integrated Learning Initiative, Massachusetts Institute of Technology, Cambridge, MA, United States of America.
Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States of America.
PLoS One. 2018 Oct 24;13(10):e0206250. doi: 10.1371/journal.pone.0206250. eCollection 2018.
Digital learning is becoming the most commonly used portal for workplace learning, but its effectiveness is not clearly understood. We studied 99 employees on-site in a large company as they watched an already used and required training video. Employees were randomly assigned to one of four conditions: (1) a baseline condition of watching the video as in current practice; (2) a spontaneous discussion condition in which participants discussed the video with colleagues immediately after the video without any guidelines; (3) a structured discussion condition in which participants discussed the video with colleagues immediately after the video with an instructor guiding discussion topics; and (4) a testing condition in which test questions were interpolated throughout the video. Memory for the content of the video was measured on a recognition memory test completed 20-35 hours after watching the video. Employees who were in the interpolated-testing or structured discussion conditions had significantly superior memory for the video content (26% and 25% better respectively) relative to typical video viewing; spontaneous discussion did not enhance memory for content. These findings demonstrate that interpolated testing and structured discussion enhance information retention in the workplace and point to how learning science may accelerate workplace learning more generally.
数字学习正成为工作场所学习最常用的门户，但它的有效性尚不清楚。我们在一家大公司现场研究了 99 名员工，他们观看了一段已经使用过且需要的培训视频。员工被随机分配到以下四种条件之一：（1）观看视频的基线条件，与当前实践中的观看方式相同；（2）无指导的自发讨论条件，参与者在观看视频后立即与同事讨论视频；（3）有指导讨论主题的结构化讨论条件；（4）测试条件，在视频中插入测试问题。在观看视频后 20-35 小时完成的再认记忆测试中，测量对视频内容的记忆。与典型的视频观看相比，接受测试问题插入或结构化讨论的员工对视频内容的记忆明显更好（分别提高了 26%和 25%）；自发讨论并没有增强对内容的记忆。这些发现表明，测试问题插入和结构化讨论可以增强工作场所的信息保留，并指出学习科学如何更普遍地加速工作场所学习。
