To support students’ individual self-study in an online academic course, we developed and implemented a tool for adaptive online formative testing. The tool generated practice schedules and sent reminders to complete three online formative tests before the final summative test of the course. To explore the benefits of retrieval practice and distributed practice in adaptive online formative testing, we compared three types of schedules in an experiment: distributed self-testing, massed self-testing and no self-testing. Distributed self-testing was found to lead to the best long-term retention of subject knowledge.
|Publication status||Published - Jul 2021|
|Event||Virtual Conference of the Society for Applied Research in Memory and Cognition 2021 - Online, SARMAC, Unknown|
Duration: 21 Jul 2021 → 23 Jul 2021
|Conference||Virtual Conference of the Society for Applied Research in Memory and Cognition 2021|
|Abbreviated title||Virtual SARMAC 2021|
|Period||21/07/21 → 23/07/21|
- retrieval practice
- distributed practice
- formative assessment
- adaptive learning
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Camp, Gino (Recipient), 2018
Prize: Fellowship awarded competitively › Academic