Title: The Effects of Spaced Practice and Spaced Review on Recall and Retention Using Computer Assisted Instruction
Description: This study examined the effectiveness of spaced practice and spaced review when implemented structurally within a computer assisted instruction (CAI) program. The study viewed the comparison of two levels of CAI as instructional treatments. The instructional treatments were developed as structured, which contained spaced practice and spaced review, and unstructured, which did not contain the spacing effects. Treatments were implemented in a pretest-posttest control-group design. The two levels of CAI were measured by recall and retention. Findings indicated a statistically significant different between treatment groups on both recall and retention.
Group 1, which received the structured CAI program as treatment, performed better than Group 2, which received the unstructured CAI program as treatment. Findings indicated that the spacing effects of spaced practice and spaced review, when incorporated within CAI programs, enhances learning and memory, and more specifically recall and retention. Findings also indicated that subjects maintained a level of memory due to the structured CAI program, and that subjects did not maintain a level of memory from recall to retention with the unstructured program. Overall, the data suggested that the spacing effects of spaced practice and spaced review would enhance recall and retention. (Author/AEF)
Subjects: Computer assisted instruction, Computer software development, Computer system design, Design preferences, Educational technology, Instructional design, Instructional Effectiveness, Instructional materials, Memory, Recall (Psychology, Retention (Psychology), Psychology, Spaced repetition, Doctoral dissertations