Interpolated memory tests reduce mind wandering and improve learning of online lectures
Szpunar, Karl K.
Khan, Novall Y.
Schacter, Daniel L.
MetadataShow full item record
CitationSzpunar, K. K., N. Y. Khan, and D. L. Schacter. 2013. “Interpolated Memory Tests Reduce Mind Wandering and Improve Learning of Online Lectures.” Proceedings of the National Academy of Sciences 110 (16): 6313–17. https://doi.org/10.1073/pnas.1221764110.
AbstractThe 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.
Citable link to this pagehttp://nrs.harvard.edu/urn-3:HUL.InstRepos:41555816
- FAS Scholarly Articles