Carvalho Paulo F, Sana Faria, Yan Veronica X
1Human-Computer Interaction Institute, Carnegie Mellon University, 5000 Forbes Ave, Pittsburgh, PA 15213 USA.
2Centre for Psychology, Athabasca University, 1 University Dr. Athabasca, Alberta, T9S 3A3 Canada.
NPJ Sci Learn. 2020 Mar 16;5:2. doi: 10.1038/s41539-020-0061-1. eCollection 2020.
In this study, we examined students' natural studying behaviors in massive, open, online course (MOOC) on introductory psychology. We found that, overall, distributing study across multiple sessions-increasing spacing-was related to increased performance on end-of-unit quizzes, even when comparing the same student across different time-points in the course. Moreover, we found important variation on who is more likely to engage in spaced study and benefit from it. Students with higher ability and students who were more likely to complete course activities were more likely to space their study. Spacing benefits, however, were largest for the lower-ability students and for those students who were less likely to complete activities. These results suggest that spaced study might work as a buffer, improving performance for low ability students and those who do not engage in active practices. This study highlights the positive impact of spacing in real-world learning situations, but more importantly, the role of self-regulated learning decisions in shaping the impact of spaced practice.
在本研究中，我们考察了学生在心理学入门大规模开放在线课程（MOOC）中的自然学习行为。我们发现，总体而言，将学习分散到多个时段——增加间隔时间——与单元测验期末成绩的提高有关，即使是在比较同一学生在课程中不同时间点的情况时也是如此。此外，我们发现了在谁更有可能进行间隔学习并从中受益方面存在重要差异。能力较高的学生以及更有可能完成课程活动的学生更有可能进行间隔学习。然而，间隔学习的益处对于能力较低的学生以及那些不太可能完成活动的学生来说最为显著。这些结果表明，间隔学习可能起到一种缓冲作用，提高能力较低的学生以及那些不参与主动练习的学生的成绩。本研究凸显了间隔学习在现实世界学习情境中的积极影响，但更重要的是，自我调节学习决策在塑造间隔练习影响方面的作用。
