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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Autores principales:	Angelo Belardi, Salome Pedrett, Nicolas Rothen, Thomas P. Reber
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	distance education distance learning online learning web application memory language learning Psychology BF1-990
Acceso en línea:	https://doaj.org/article/15beb3a5d61949449d94dca1383023c3
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id	oai:doaj.org-article:15beb3a5d61949449d94dca1383023c3
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spelling	oai:doaj.org-article:15beb3a5d61949449d94dca1383023c32021-11-18T16:02:40ZSpacing, Feedback, and Testing Boost Vocabulary Learning in a Web Application1664-107810.3389/fpsyg.2021.757262https://doaj.org/article/15beb3a5d61949449d94dca1383023c32021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.757262/fullhttps://doaj.org/toc/1664-1078Information 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% 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.Angelo BelardiSalome PedrettNicolas RothenThomas P. ReberThomas P. ReberFrontiers Media S.A.articledistance educationdistance learningonline learningweb applicationmemorylanguage learningPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	distance education distance learning online learning web application memory language learning Psychology BF1-990
spellingShingle	distance education distance learning online learning web application memory language learning Psychology BF1-990 Angelo Belardi Salome Pedrett Nicolas Rothen Thomas P. Reber Thomas P. Reber Spacing, Feedback, and Testing Boost Vocabulary Learning in a Web Application
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% 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
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
title	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_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_sort	spacing, feedback, and testing boost vocabulary learning in a web application
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/15beb3a5d61949449d94dca1383023c3
work_keys_str_mv	AT angelobelardi spacingfeedbackandtestingboostvocabularylearninginawebapplication AT salomepedrett spacingfeedbackandtestingboostvocabularylearninginawebapplication AT nicolasrothen spacingfeedbackandtestingboostvocabularylearninginawebapplication AT thomaspreber spacingfeedbackandtestingboostvocabularylearninginawebapplication AT thomaspreber spacingfeedbackandtestingboostvocabularylearninginawebapplication
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Spacing, Feedback, and Testing Boost Vocabulary Learning in a Web Application

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