Mawson Rhys D, Kang Sean H K
Faculty of Education, The University of Melbourne, Parkville, VIC 3010, Australia.
Behav Sci (Basel). 2025 Jun 3;15(6):771. doi: 10.3390/bs15060771.
There is extensive evidence that distributed practice produces superior learning to massed practice, predominantly from laboratory studies often featuring decontextualized learning. A systematic review of applied research was undertaken to assess the impact of distributed practice on classroom learning. Inclusion criteria were classroom studies with learning materials and timescales relevant to curriculum-based learning. The screening of over 3000 articles resulted in 22 reports containing 31 effect sizes (N > 3000). A meta-analysis found a moderate effect in favor of distributed over massed practice ( = 0.54, 95% CI [0.31, 0.77]). Although a comprehensive quantitative moderator analysis was not possible due to the number of studies, generally larger effect sizes were associated with studies that featured longer retention intervals, had learners at higher education levels, and had fewer re-exposures to the materials.
有大量证据表明，分散练习比集中练习能产生更优的学习效果，这主要来自通常以去情境化学习为特点的实验室研究。开展了一项应用研究的系统综述，以评估分散练习对课堂学习的影响。纳入标准是与基于课程的学习相关的学习材料和时间尺度的课堂研究。对3000多篇文章的筛选产生了22份报告，包含31个效应量（N>3000）。一项元分析发现分散练习优于集中练习有中等效应（=0.54，95%CI[0.31，0.77]）。尽管由于研究数量的原因无法进行全面的定量调节分析，但一般来说，效应量较大的研究具有更长的保留间隔、学习者处于高等教育水平且对材料的再接触较少。
