Interpolated memory tests reduce mind wandering and improve learning of online lectures
The recent emergence and popularity of online educational resources brings with it challenges for educators to optimize the dissemination of online content. Here we provide evidence that points toward a solution for the difficulty that students frequently report in sustaining attention to online lec...
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| Veröffentlicht in: | Proceedings of the National Academy of Sciences - PNAS 2013-04, Vol.110 (16), p.6313-6317 |
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| container_title | Proceedings of the National Academy of Sciences - PNAS |
| container_volume | 110 |
| creator | Szpunar, Karl K. Khan, Novall Y. Schacter, Daniel L. |
| description | The recent emergence and popularity of online educational resources brings with it challenges for educators to optimize the dissemination of online content. Here we provide evidence that points toward a solution for the difficulty that students frequently report in sustaining attention to online lectures over extended periods. In two experiments, we demonstrate that the simple act of interpolating online lectures with memory tests can help students sustain attention to lecture content in a manner that discourages task-irrelevant mind wandering activities, encourages task-relevant note-taking activities, and improves learning. Importantly, frequent testing was associated with reduced anxiety toward a final cumulative test and also with reductions in subjective estimates of cognitive demand. Our findings suggest a potentially key role for interpolated testing in the development and dissemination of online educational content. |
| doi_str_mv | 10.1073/pnas.1221764110 |
| format | Article |
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Here we provide evidence that points toward a solution for the difficulty that students frequently report in sustaining attention to online lectures over extended periods. In two experiments, we demonstrate that the simple act of interpolating online lectures with memory tests can help students sustain attention to lecture content in a manner that discourages task-irrelevant mind wandering activities, encourages task-relevant note-taking activities, and improves learning. Importantly, frequent testing was associated with reduced anxiety toward a final cumulative test and also with reductions in subjective estimates of cognitive demand. 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Memory</subject><subject>Lectures</subject><subject>Massachusetts</subject><subject>Materials science</subject><subject>Memory</subject><subject>Memory - physiology</subject><subject>Memory recall</subject><subject>Mind</subject><subject>Online instruction</subject><subject>Online learning</subject><subject>Online Systems</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Psychopedagogics. Didactics</subject><subject>Pupil and student. 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| subjects | anxiety Arithmetic Attention Attention - physiology Biological and medical sciences Biological Sciences cognition Cognition & reasoning Cumulativity Educational activities Educational Measurement - methods Educational psychology educational resources Fundamental and applied biological sciences. Psychology Human Humans Internet Learning Learning - physiology Learning. Memory Lectures Massachusetts Materials science Memory Memory - physiology Memory recall Mind Online instruction Online learning Online Systems Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychopedagogics. Didactics Pupil and student. Academic achievement and failure Social Sciences Students Teachers |
| title | Interpolated memory tests reduce mind wandering and improve learning of online lectures |
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