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dc.contributor.authorSzpunar, Karl K.
dc.contributor.authorKhan, Novall Y.
dc.contributor.authorSchacter, Daniel L.
dc.date.accessioned2019-10-17T07:11:31Z
dc.date.issued2013
dc.identifier.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.
dc.identifier.issn0027-8424
dc.identifier.issn0744-2831
dc.identifier.issn1091-6490
dc.identifier.urihttp://nrs.harvard.edu/urn-3:HUL.InstRepos:41555816*
dc.description.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.
dc.language.isoen_US
dc.publisherNational Academy of Sciences
dash.licenseLAA
dc.titleInterpolated memory tests reduce mind wandering and improve learning of online lectures
dc.typeJournal Article
dc.description.versionVersion of Record
dc.relation.journalProceedings of the National Academy of Sciences of the United States of America
dash.depositing.authorSchacter, Daniel L.::e94dca167253512470c09bde2d26790b::600
dc.date.available2019-10-17T07:11:31Z
dash.workflow.comments1Science Serial ID 91039
dc.identifier.doi10.1073/pnas.1221764110
dash.source.volume110;16
dash.source.page6313


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