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...
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Frontiers Media S.A.
2021-11-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.757262/full |
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| author | Angelo Belardi Salome Pedrett Nicolas Rothen Thomas P. Reber Thomas P. Reber |
| author_facet | Angelo Belardi Salome Pedrett Nicolas Rothen Thomas P. Reber Thomas P. Reber |
| author_sort | Angelo Belardi |
| collection | DOAJ |
| 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, ηp2=0.18] and Feedback [F(1,76) = 21.38, p < 0.0001, ηp2=0.22], and a significant interaction between Feedback and Testing [F(1,76) = 14.12, p = 0.0003, ηp2=0.16]. Optimal Spacing and the presence of corrective Feedback in combination with Testing together boost learning by 29 percentage points 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 | Article |
| id | doaj-art-15beb3a5d61949449d94dca1383023c3 |
| institution | Kabale University |
| issn | 1664-1078 |
| language | English |
| publishDate | 2021-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-15beb3a5d61949449d94dca1383023c32025-08-20T03:28:48ZengFrontiers Media S.A.Frontiers in Psychology1664-10782021-11-011210.3389/fpsyg.2021.757262757262Spacing, Feedback, and Testing Boost Vocabulary Learning in a Web ApplicationAngelo Belardi0Salome Pedrett1Nicolas Rothen2Thomas P. Reber3Thomas P. Reber4Faculty of Psychology, UniDistance Suisse, Brig, SwitzerlandFaculty of Psychology, UniDistance Suisse, Brig, SwitzerlandFaculty of Psychology, UniDistance Suisse, Brig, SwitzerlandFaculty of Psychology, UniDistance Suisse, Brig, SwitzerlandDepartment of Epileptology, University of Bonn, Bonn, GermanyInformation 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, ηp2=0.18] and Feedback [F(1,76) = 21.38, p < 0.0001, ηp2=0.22], and a significant interaction between Feedback and Testing [F(1,76) = 14.12, p = 0.0003, ηp2=0.16]. Optimal Spacing and the presence of corrective Feedback in combination with Testing together boost learning by 29 percentage points 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.https://www.frontiersin.org/articles/10.3389/fpsyg.2021.757262/fulldistance educationdistance learningonline learningweb applicationmemorylanguage learning |
| spellingShingle | Angelo Belardi Salome Pedrett Nicolas Rothen Thomas P. Reber Thomas P. Reber Spacing, Feedback, and Testing Boost Vocabulary Learning in a Web Application Frontiers in Psychology distance education distance learning online learning web application memory language learning |
| 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 | distance education distance learning online learning web application memory language learning |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.757262/full |
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