ORCID
https://orcid.org/0000-0003-1012-8756
Date of Award
12-2023
Degree Name
Master of Arts (AM/MA)
Degree Type
Thesis
Abstract
Combining the learning strategies of retrieval practice and variability has been shown to be effective in student learning (Butler et al., 2017; Pan & Rickard, 2018), but the temporal structuring of these learning strategies (i.e., massing versus spacing of practice) may benefit or hinder learning. Study 1 investigated whether the benefits of variable retrieval practice relative to repeated retrieval practice that occurs with massed practice extends to spaced practice. Participants watched geology videos that contained a total of 12 concepts, and then either answered three questions or read three study points about each concept. Each of the three questions and study points were presented two days apart with the first presented immediately after the corresponding video. Overall, variable practice produced significantly greater transfer than repeated practice, but there was no significant difference between retrieval practice and study points. The lack of a retrieval practice effect and low level of performance during the initial learning and final test phases with spaced practice suggests that learners may have struggled to connect repetitions of the same concept, especially in the variable retrieval practice condition. Study 2 replicated the basic design of Study 1, but manipulated the temporal structure of the initial learning sessions. Each of the three questions were either presented two days apart (i.e., spaced) or in succession after the corresponding video (i.e., massed). On the final test, spaced practice resulted in greater transfer relative to massed practice. However, unlike Study 1, there was no advantage of variability. Overall, the present two studies provide evidence that the knowledge acquired during initial learning depends on how learning strategies are implemented, as combining strategies known to be beneficial for learning does not necessarily result in the greatest final test performance.
Language
English (en)
Chair and Committee
Dr. Andrew C. Butler
Committee Members
Dr. Christopher Rozek, Dr. Rowhea Elmesky
Recommended Citation
Peirce, Rachel, "Using Retrieval Practice, Variability, and Spacing to Facilitate Understanding of Complex Information" (2023). Arts & Sciences Electronic Theses and Dissertations. 2976.
https://openscholarship.wustl.edu/art_sci_etds/2976