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Abstract Background Undergraduate STEM instructors want to help students learn and retain knowledge for their future courses and careers. One promising evidence-based technique that is thought to increase long-term memory is spaced retrieval practice, or repeated testing over time. The beneficial effect of spacing has repeatedly been demonstrated in the laboratory as well as in undergraduate mathematics courses, but its generalizability across diverse STEM courses is unknown. We investigated the effect of spaced retrieval practice in nine introductory STEM courses. Retrieval practice opportunities were embedded in bi-weekly quizzes, either massed on a single quiz or spaced over multiple quizzes. Student performance on practice opportunities and a criterial test at the end of each course were examined as a function of massed or spaced practice. We also conducted a single-paper meta-analysis on criterial test scores to assess the generalizability of the effectiveness of spaced retrieval practice across introductory STEM courses. Results Significant positive effects of spacing on the criterial test were found in only two courses (Calculus I for Engineers and Chemistry for Health Professionals), although small positive effect sizes were observed in two other courses (General Chemistry and Diversity of Life). Meta-analyses revealed a significant spacing effect when all courses were included, but not when calculus was excluded. The generalizability of the spacing effect across STEM courses therefore remains unclear. Conclusions Although we could not clearly determine the generalizability of the benefits of spacing in STEM courses, our findings indicate that spaced retrieval practice could be a low-cost method of improving student performance in at least some STEM courses. More work is needed to determine when, how, and for whom spaced retrieval practice is most beneficial. The effect of spacing in classroom settings may depend on some design features such as the nature of retrieval practice activities (multiple-choice versus short answer) and/or feedback settings, as well as student actions (e.g., whether they look at feedback or study outside of practice opportunities). The evidence is promising, and further pragmatic research is encouraged.

Purpose/objectives: To evaluate the effects of implementing an evidence‐based teaching approach (EBTA) in a traditional dental curriculum course on predoctoral dental students' knowledge and attitudes about evidence‐based dentistry, and to determine its benefit on enhancing students' academic performance. Methods: Fundamentals of periodontics for first‐year dental students (D1, n = 100) span a period of 12 weeks. In the first 6 weeks, we teach the basic principles of periodontal disease pathogenesis and introduce the concepts of EBTA (basics of research study design, statistical principles, literature search, and critically analyzing the evidence) without active implementation. In the second 6 weeks, we build on the initial knowledge of periodontal disease pathogenesis and actively implement EBTA activities to enhance the learning of the course content. Pre‐ and post‐EBTA implementation, students completed a validated survey assessing students' knowledge, attitudes, access of evidence, and confidence related to evidence‐based dentistry. Midterm and final grades were used to assess student academic performance. Results: Post‐EBTA implementation survey responses showed: significant increase in students' knowledge regarding critical appraisal of the literature (p = 0.0001), significant improvement in students' attitudes about evidence‐based dentistry (p = 0.0001), significant increase in students' frequency of accessing evidence from various sources (p = 0.01), and significant increase in students' confidence in evaluating various aspects of a published research report (p = 0.009). Post‐EBTA final grade scores were significantly higher than pre‐EBTA midterm grade scores (p = 0.0001). Conclusions: Integrating an EBTA within a traditional dental curriculum course improves students' knowledge and attitudes about evidence‐based dentistry as well as enhances students' academic performance. [ABSTRACT FROM AUTHOR]

Background: Undergraduate STEM instructors want to help students learn and retain knowledge for their future courses and careers. One promising evidence-based technique that is thought to increase long-term memory is spaced retrieval practice, or repeated testing over time. The beneficial effect of spacing has repeatedly been demonstrated in the laboratory as well as in undergraduate mathematics courses, but its generalizability across diverse STEM courses is unknown. We investigated the effect of spaced retrieval practice in nine introductory STEM courses. Retrieval practice opportunities were embedded in bi-weekly quizzes, either massed on a single quiz or spaced over multiple quizzes. Student performance on practice opportunities and a criterial test at the end of each course were examined as a function of massed or spaced practice. We also conducted a single-paper meta-analysis on criterial test scores to assess the generalizability of the effectiveness of spaced retrieval practice across introductory STEM courses. Results: Significant positive effects of spacing on the criterial test were found in only two courses (Calculus I for Engineers and Chemistry for Health Professionals), although small positive effect sizes were observed in two other courses (General Chemistry and Diversity of Life). Meta-analyses revealed a significant spacing effect when all courses were included, but not when calculus was excluded. The generalizability of the spacing effect across STEM courses therefore remains unclear. Conclusions: Although we could not clearly determine the generalizability of the benefits of spacing in STEM courses, our findings indicate that spaced retrieval practice could be a low-cost method of improving student performance in at least some STEM courses. More work is needed to determine when, how, and for whom spaced retrieval practice is most beneficial. The effect of spacing in classroom settings may depend on some design features such as the nature of retrieval practice activities (multiple-choice versus short answer) and/or feedback settings, as well as student actions (e.g., whether they look at feedback or study outside of practice opportunities). The evidence is promising, and further pragmatic research is encouraged. [ABSTRACT FROM AUTHOR]

We investigated spaced retrieval and restudying in 3 preregistered, online experiments. In all experiments, participants studied 40 Swahili–English word pair translations during an initial study phase, restudied intact pairs or attempted to retrieve the English words to Swahili cues twice in three spaced practice sessions, and then completed a final cued-recall test. All 5 sessions were separated by 2 days. In Experiment 1, we manipulated the response format during retrieval (covert vs. overt) and the test list structure (blocked vs. intermixed covert/overt retrieval trials). A memory rating was required on all trials (retrieval: “Was your answer correct?”; restudy: “Would you have remembered the correct translation?”). Response format had no effect on recall, but surprisingly, final test performance for restudied items exceeded both the overt and covert retrieval conditions. In Experiment 2, we manipulated the requirement to make a memory rating. If a memory rating was required, final test restudy performance exceeded retrieval performance, replicating Experiment 1. However, the pattern was descriptively reversed if no rating was required. In Experiment 3, the memory rating was removed altogether, and we examined recall performance for items restudied versus retrieved once, twice, or thrice. Performance improved with practice, and retrieval performance exceeded restudy performance in all conditions. The reversal of the typical retrieval practice effect observed in Experiments 1 and 2 is discussed in terms of theories of reactivity of memory judgments. [ABSTRACT FROM AUTHOR]

Purpose/Objectives: This study examined effects of active engagement (ENG) and spaced retrieval practice (SRP) on D1 dental students' self‐assessment knowledge acquisition. Methods: D1 dental students (N = 120) were randomly assigned to one of four conditions in a 2 (ENG or no ENG) X 2 (SRP or no SRP) design. Students were tested on their knowledge of a self‐assessment grading rubric (on a 30‐item multiple‐choice exam) and their ability to apply the rubric (on a simulated dentoform assessment). Results: There were significant main effects of both ENG and SRP on both outcome measures. Both ENG and SRP increased students' knowledge of, and ability to apply, the self‐assessment rubric. Effects of ENG were larger than those of SRP. There was also a significant ENG X SRP interaction on the knowledge measure. The effect of SRP was larger in the no‐ENG conditions than the ENG conditions, which may reflect a ceiling effect in the ENG conditions. Conclusions: ENG and SRP have the potential to substantially enhance D1 dental students' learning outcomes. These results should motivate dental educators to reject outdated instructional techniques and thereby unleash students' full learning potential. Additional research is needed with a wider range of dental students and learner topics. [ABSTRACT FROM AUTHOR]

Accessible learning analytics available from the data within learning management systems,can assist withteaching and learning practices, but often this data is difficult to interpret. Learning analytics, specifically those presented in visual-form, can provide information that supports learners' reflection and guides them to the necessary changes that lead to successful self-regulated learning.This research study utilized photo-elicitation methods to prompt learners' reflections of their self-regulated retrieval practice activities, quiz-based learning opportunities, which were qualitatively analyzed. Atool, U-Behavior,was created which was designed to extract students attempt data on the retrieval practice activitieswhich were presented to students as opportunities to study the course content rather than as evaluations of understanding. Upon completion of the retrieval practice activities, learners were presented with theirpersonalized learning analytics in visual-form and prompted to reflect on their learning. Visual-form learning analyticscreate opportunities for feedback and critical reflectionfor both instructors and learnersand improve student learning.Analysis of the visual-form learning analytics and corresponding reflections highlighted learners' understanding of high-impact learning practices, the realization of intended study behaviors versus engrained behaviors, high score orientation, and a focus on comparisons. [ABSTRACT FROM AUTHOR]

This study used a novel method to explore different schedules of spacing in young EFL learners. In doing so, we taught young EFL learners English–Farsi word pairs using different spacing schedules (massed vs. spaced). In the massed condition, learners studied five-word pairs in session one and five-other word pairs one week later. In the spaced condition, the learners studied 10-word pairs in session one and restudied them one week later. To amplify the benefits of spacing, we incorporated tests (with corrective feedback) into different schedules of spacing. In other words, EFL learners were instructed to test each other on their knowledge of the vocabulary and to give each other feedback. One week and five weeks later learners’ recall was assessed. The results showed that spaced practice produced better long-term retention than massed practice. To summarize, this study used spacing and retrieval practice techniques (with corrective feedback) to offer a pedagogically powerful approach for learning vocabulary.

Context: National licensing exams (NLEs) including the Comprehensive Osteopathic Medical Licensing Examination (COMLEX) Level 1 evaluate student achievement. Scores have historically been utilized to stratify medical student applicants for residency. Grade point average (GPA), number of practice questions completed, and performance on practice exams have been shown to be predictive of NLE performance. Test anxiety and acute stress have been shown to negatively impact NLE performance. The role of study behaviors and other nonacademic factors in COMLEX Level 1 performance is unknown., Objectives: This study aims to evaluate academic and nonacademic factors and to correlate them with COMLEX Level 1 performance. Additional analysis is conducted to associate COMLEX Level 1 performance with academic and nonacademic factors when controlling for GPA., Methods: An anonymous online survey was administered to third- (OMS III) and fourth-year (OMS IV) osteopathic medical students at Kansas City University that had completed the COMLEX Level 1 examination. In total, 72 students responded to the survey. Survey results were linked to student records of GPA and COMLEX Level 1 scores, resulting in 59 complete responses for analysis. Independent-sample t-tests and linear ordinary least squares regression were utilized to analyze the results., Results: The majority of participants are male (62.7%) and OMS III (98.3%) with an average age of 27.14 ± 2.58 (mean ± standard deviation). Further demographic data reveal hours per week spent for personal time during dedicated study (n=46, 19.7 ± 18.53), hours of sleep per night during dedicated study (7.34 ± 0.92), and money spent on board preparation ($1,319.12 ± $689.17). High ($1,600-$3,000), average ($1,000-$1,500), and low ($100-$900) spenders do not statistically differ and COMLEX Level 1 performance is not related to the number of resources utilized ( F statistics <1; p>0.05). Pearson correlations reveal a statistically significant relationship between COMLEX Level 1 scores with GPA (0.73, p<0.001), number of practice exams completed (0.39, p<0.001), number of questions completed (0.46, p<0.001), number of weeks of study (0.55, p<0.001), and preparation cost (0.28, p<0.05). The regression analysis revealed that money spent on board preparation, number of questions completed, and time spent studying accounted for 75.8% of the variance in COMLEX Level 1 scores after controlling for GPA., Conclusions: The data show the association of money spent on board preparation, numbers of questions competed, and time spent studying with a student's COMLEX Level 1 score. Additionally, these results highlight the amount of money students spend on extracurricular materials to prepare for COMLEX Level 1, yet the data show that the number of resources that students utilized is not related to a student's COMLEX Level 1 performance., (© 2022 Michael W. Kortz et al., published by De Gruyter, Berlin/Boston.)