A pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision: the SMART Spaces 24/10 model

IntroductionThe main aim of this pilot study was to compare the efficacy of using different spaced learning models during school examination revision on pupil attainment. Spaced learning is using intervals between periods of learning rather than learning content all at one time.MethodsThree spaced l...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Liam O’Hare [verfasserIn] Patrick Stark [verfasserIn] Alastair Gittner [verfasserIn] Carol McGuinness [verfasserIn] Allen Thurston [verfasserIn] Andy Biggart [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	spaced learning inter-study interval exam revision attainment randomized control trial

Übergeordnetes Werk:	In: Frontiers in Education - Frontiers Media S.A., 2017, 8(2023)
Übergeordnetes Werk:	volume:8 ; year:2023

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3389/feduc.2023.1199617

Katalog-ID:	DOAJ099453010

Internformat


LEADER	01000naa a22002652 4500
001	DOAJ099453010
003	DE-627
005	20240414034137.0
007	cr uuu---uuuuu
008	240414s2023 xx \|\|\|\|\|o 00\| \|\|eng c
024	7		\|a 10.3389/feduc.2023.1199617 \|2 doi
035			\|a (DE-627)DOAJ099453010
035			\|a (DE-599)DOAJce1bfdc506c24a6f92a27918d0b80dba
040			\|a DE-627 \|b ger \|c DE-627 \|e rakwb
041			\|a eng
050		0	\|a L7-991
100	0		\|a Liam O’Hare \|e verfasserin \|4 aut
245	1	2	\|a A pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision: the SMART Spaces 24/10 model
264		1	\|c 2023
336			\|a Text \|b txt \|2 rdacontent
337			\|a Computermedien \|b c \|2 rdamedia
338			\|a Online-Ressource \|b cr \|2 rdacarrier
520			\|a IntroductionThe main aim of this pilot study was to compare the efficacy of using different spaced learning models during school examination revision on pupil attainment. Spaced learning is using intervals between periods of learning rather than learning content all at one time.MethodsThree spaced learning models with different inter-study intervals (ISI’s) were co-designed by teachers and researchers using research evidence and practice knowledge. A pilot randomized controlled trial compared the three ISI models against control groups in 12 UK secondary schools’ science classes (pupil n = 408). The effects on attainment of each model were assessed using pre and post-tests of science attainment.ResultsThe results showed that all three models were feasible for use in a classroom. The spacing model using ISI of 24-h spaces between and 10-min spaces within revision sessions was the only significant one for improving attainment against a control group (effect size d = 0.19, p = <0.05). The study also found that student engagement with the spaced learning program was a statistically significant predictor of increased pupil attainment.DiscussionThe study demonstrates the potential benefits of applying spaced learning to exam revision, with the most optimal ISI model found to be the SMART Spaces 24/10 model.
650		4	\|a spaced learning
650		4	\|a inter-study interval
650		4	\|a exam revision
650		4	\|a attainment
650		4	\|a randomized control trial
653		0	\|a Education (General)
700	0		\|a Patrick Stark \|e verfasserin \|4 aut
700	0		\|a Alastair Gittner \|e verfasserin \|4 aut
700	0		\|a Carol McGuinness \|e verfasserin \|4 aut
700	0		\|a Allen Thurston \|e verfasserin \|4 aut
700	0		\|a Andy Biggart \|e verfasserin \|4 aut
773	0	8	\|i In \|t Frontiers in Education \|d Frontiers Media S.A., 2017 \|g 8(2023) \|w (DE-627)878204881 \|w (DE-600)2882397-7 \|x 2504284X \|7 nnns
773	1	8	\|g volume:8 \|g year:2023
856	4	0	\|u https://doi.org/10.3389/feduc.2023.1199617 \|z kostenfrei
856	4	0	\|u https://doaj.org/article/ce1bfdc506c24a6f92a27918d0b80dba \|z kostenfrei
856	4	0	\|u https://www.frontiersin.org/articles/10.3389/feduc.2023.1199617/full \|z kostenfrei
856	4	2	\|u https://doaj.org/toc/2504-284X \|y Journal toc \|z kostenfrei
912			\|a GBV_USEFLAG_A
912			\|a SYSFLAG_A
912			\|a GBV_DOAJ
912			\|a GBV_ILN_11
912			\|a GBV_ILN_20
912			\|a GBV_ILN_22
912			\|a GBV_ILN_23
912			\|a GBV_ILN_24
912			\|a GBV_ILN_39
912			\|a GBV_ILN_40
912			\|a GBV_ILN_60
912			\|a GBV_ILN_62
912			\|a GBV_ILN_63
912			\|a GBV_ILN_65
912			\|a GBV_ILN_69
912			\|a GBV_ILN_70
912			\|a GBV_ILN_73
912			\|a GBV_ILN_74
912			\|a GBV_ILN_95
912			\|a GBV_ILN_105
912			\|a GBV_ILN_110
912			\|a GBV_ILN_151
912			\|a GBV_ILN_161
912			\|a GBV_ILN_171
912			\|a GBV_ILN_213
912			\|a GBV_ILN_230
912			\|a GBV_ILN_285
912			\|a GBV_ILN_293
912			\|a GBV_ILN_370
912			\|a GBV_ILN_602
912			\|a GBV_ILN_2014
912			\|a GBV_ILN_2044
912			\|a GBV_ILN_2086
912			\|a GBV_ILN_2507
912			\|a GBV_ILN_4012
912			\|a GBV_ILN_4037
912			\|a GBV_ILN_4112
912			\|a GBV_ILN_4125
912			\|a GBV_ILN_4126
912			\|a GBV_ILN_4249
912			\|a GBV_ILN_4305
912			\|a GBV_ILN_4306
912			\|a GBV_ILN_4307
912			\|a GBV_ILN_4313
912			\|a GBV_ILN_4322
912			\|a GBV_ILN_4323
912			\|a GBV_ILN_4324
912			\|a GBV_ILN_4325
912			\|a GBV_ILN_4326
912			\|a GBV_ILN_4335
912			\|a GBV_ILN_4338
912			\|a GBV_ILN_4367
912			\|a GBV_ILN_4392
912			\|a GBV_ILN_4700
951			\|a AR
952			\|d 8 \|j 2023

Indexfelder

author_variant	l o lo p s ps a g ag c m cm a t at a b ab
matchkey_str	article:2504284X:2023----::pltadmzdotoldracmaighefcieesfifrnsaelannmdluedrnshoeai
hierarchy_sort_str	2023
callnumber-subject-code	L
publishDate	2023
allfields	10.3389/feduc.2023.1199617 doi (DE-627)DOAJ099453010 (DE-599)DOAJce1bfdc506c24a6f92a27918d0b80dba DE-627 ger DE-627 rakwb eng L7-991 Liam O’Hare verfasserin aut A pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision: the SMART Spaces 24/10 model 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier IntroductionThe main aim of this pilot study was to compare the efficacy of using different spaced learning models during school examination revision on pupil attainment. Spaced learning is using intervals between periods of learning rather than learning content all at one time.MethodsThree spaced learning models with different inter-study intervals (ISI’s) were co-designed by teachers and researchers using research evidence and practice knowledge. A pilot randomized controlled trial compared the three ISI models against control groups in 12 UK secondary schools’ science classes (pupil n = 408). The effects on attainment of each model were assessed using pre and post-tests of science attainment.ResultsThe results showed that all three models were feasible for use in a classroom. The spacing model using ISI of 24-h spaces between and 10-min spaces within revision sessions was the only significant one for improving attainment against a control group (effect size d = 0.19, p = <0.05). The study also found that student engagement with the spaced learning program was a statistically significant predictor of increased pupil attainment.DiscussionThe study demonstrates the potential benefits of applying spaced learning to exam revision, with the most optimal ISI model found to be the SMART Spaces 24/10 model. spaced learning inter-study interval exam revision attainment randomized control trial Education (General) Patrick Stark verfasserin aut Alastair Gittner verfasserin aut Carol McGuinness verfasserin aut Allen Thurston verfasserin aut Andy Biggart verfasserin aut In Frontiers in Education Frontiers Media S.A., 2017 8(2023) (DE-627)878204881 (DE-600)2882397-7 2504284X nnns volume:8 year:2023 https://doi.org/10.3389/feduc.2023.1199617 kostenfrei https://doaj.org/article/ce1bfdc506c24a6f92a27918d0b80dba kostenfrei https://www.frontiersin.org/articles/10.3389/feduc.2023.1199617/full kostenfrei https://doaj.org/toc/2504-284X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 AR 8 2023
spelling	10.3389/feduc.2023.1199617 doi (DE-627)DOAJ099453010 (DE-599)DOAJce1bfdc506c24a6f92a27918d0b80dba DE-627 ger DE-627 rakwb eng L7-991 Liam O’Hare verfasserin aut A pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision: the SMART Spaces 24/10 model 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier IntroductionThe main aim of this pilot study was to compare the efficacy of using different spaced learning models during school examination revision on pupil attainment. Spaced learning is using intervals between periods of learning rather than learning content all at one time.MethodsThree spaced learning models with different inter-study intervals (ISI’s) were co-designed by teachers and researchers using research evidence and practice knowledge. A pilot randomized controlled trial compared the three ISI models against control groups in 12 UK secondary schools’ science classes (pupil n = 408). The effects on attainment of each model were assessed using pre and post-tests of science attainment.ResultsThe results showed that all three models were feasible for use in a classroom. The spacing model using ISI of 24-h spaces between and 10-min spaces within revision sessions was the only significant one for improving attainment against a control group (effect size d = 0.19, p = <0.05). The study also found that student engagement with the spaced learning program was a statistically significant predictor of increased pupil attainment.DiscussionThe study demonstrates the potential benefits of applying spaced learning to exam revision, with the most optimal ISI model found to be the SMART Spaces 24/10 model. spaced learning inter-study interval exam revision attainment randomized control trial Education (General) Patrick Stark verfasserin aut Alastair Gittner verfasserin aut Carol McGuinness verfasserin aut Allen Thurston verfasserin aut Andy Biggart verfasserin aut In Frontiers in Education Frontiers Media S.A., 2017 8(2023) (DE-627)878204881 (DE-600)2882397-7 2504284X nnns volume:8 year:2023 https://doi.org/10.3389/feduc.2023.1199617 kostenfrei https://doaj.org/article/ce1bfdc506c24a6f92a27918d0b80dba kostenfrei https://www.frontiersin.org/articles/10.3389/feduc.2023.1199617/full kostenfrei https://doaj.org/toc/2504-284X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 AR 8 2023
allfields_unstemmed	10.3389/feduc.2023.1199617 doi (DE-627)DOAJ099453010 (DE-599)DOAJce1bfdc506c24a6f92a27918d0b80dba DE-627 ger DE-627 rakwb eng L7-991 Liam O’Hare verfasserin aut A pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision: the SMART Spaces 24/10 model 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier IntroductionThe main aim of this pilot study was to compare the efficacy of using different spaced learning models during school examination revision on pupil attainment. Spaced learning is using intervals between periods of learning rather than learning content all at one time.MethodsThree spaced learning models with different inter-study intervals (ISI’s) were co-designed by teachers and researchers using research evidence and practice knowledge. A pilot randomized controlled trial compared the three ISI models against control groups in 12 UK secondary schools’ science classes (pupil n = 408). The effects on attainment of each model were assessed using pre and post-tests of science attainment.ResultsThe results showed that all three models were feasible for use in a classroom. The spacing model using ISI of 24-h spaces between and 10-min spaces within revision sessions was the only significant one for improving attainment against a control group (effect size d = 0.19, p = <0.05). The study also found that student engagement with the spaced learning program was a statistically significant predictor of increased pupil attainment.DiscussionThe study demonstrates the potential benefits of applying spaced learning to exam revision, with the most optimal ISI model found to be the SMART Spaces 24/10 model. spaced learning inter-study interval exam revision attainment randomized control trial Education (General) Patrick Stark verfasserin aut Alastair Gittner verfasserin aut Carol McGuinness verfasserin aut Allen Thurston verfasserin aut Andy Biggart verfasserin aut In Frontiers in Education Frontiers Media S.A., 2017 8(2023) (DE-627)878204881 (DE-600)2882397-7 2504284X nnns volume:8 year:2023 https://doi.org/10.3389/feduc.2023.1199617 kostenfrei https://doaj.org/article/ce1bfdc506c24a6f92a27918d0b80dba kostenfrei https://www.frontiersin.org/articles/10.3389/feduc.2023.1199617/full kostenfrei https://doaj.org/toc/2504-284X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 AR 8 2023
allfieldsGer	10.3389/feduc.2023.1199617 doi (DE-627)DOAJ099453010 (DE-599)DOAJce1bfdc506c24a6f92a27918d0b80dba DE-627 ger DE-627 rakwb eng L7-991 Liam O’Hare verfasserin aut A pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision: the SMART Spaces 24/10 model 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier IntroductionThe main aim of this pilot study was to compare the efficacy of using different spaced learning models during school examination revision on pupil attainment. Spaced learning is using intervals between periods of learning rather than learning content all at one time.MethodsThree spaced learning models with different inter-study intervals (ISI’s) were co-designed by teachers and researchers using research evidence and practice knowledge. A pilot randomized controlled trial compared the three ISI models against control groups in 12 UK secondary schools’ science classes (pupil n = 408). The effects on attainment of each model were assessed using pre and post-tests of science attainment.ResultsThe results showed that all three models were feasible for use in a classroom. The spacing model using ISI of 24-h spaces between and 10-min spaces within revision sessions was the only significant one for improving attainment against a control group (effect size d = 0.19, p = <0.05). The study also found that student engagement with the spaced learning program was a statistically significant predictor of increased pupil attainment.DiscussionThe study demonstrates the potential benefits of applying spaced learning to exam revision, with the most optimal ISI model found to be the SMART Spaces 24/10 model. spaced learning inter-study interval exam revision attainment randomized control trial Education (General) Patrick Stark verfasserin aut Alastair Gittner verfasserin aut Carol McGuinness verfasserin aut Allen Thurston verfasserin aut Andy Biggart verfasserin aut In Frontiers in Education Frontiers Media S.A., 2017 8(2023) (DE-627)878204881 (DE-600)2882397-7 2504284X nnns volume:8 year:2023 https://doi.org/10.3389/feduc.2023.1199617 kostenfrei https://doaj.org/article/ce1bfdc506c24a6f92a27918d0b80dba kostenfrei https://www.frontiersin.org/articles/10.3389/feduc.2023.1199617/full kostenfrei https://doaj.org/toc/2504-284X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 AR 8 2023
allfieldsSound	10.3389/feduc.2023.1199617 doi (DE-627)DOAJ099453010 (DE-599)DOAJce1bfdc506c24a6f92a27918d0b80dba DE-627 ger DE-627 rakwb eng L7-991 Liam O’Hare verfasserin aut A pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision: the SMART Spaces 24/10 model 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier IntroductionThe main aim of this pilot study was to compare the efficacy of using different spaced learning models during school examination revision on pupil attainment. Spaced learning is using intervals between periods of learning rather than learning content all at one time.MethodsThree spaced learning models with different inter-study intervals (ISI’s) were co-designed by teachers and researchers using research evidence and practice knowledge. A pilot randomized controlled trial compared the three ISI models against control groups in 12 UK secondary schools’ science classes (pupil n = 408). The effects on attainment of each model were assessed using pre and post-tests of science attainment.ResultsThe results showed that all three models were feasible for use in a classroom. The spacing model using ISI of 24-h spaces between and 10-min spaces within revision sessions was the only significant one for improving attainment against a control group (effect size d = 0.19, p = <0.05). The study also found that student engagement with the spaced learning program was a statistically significant predictor of increased pupil attainment.DiscussionThe study demonstrates the potential benefits of applying spaced learning to exam revision, with the most optimal ISI model found to be the SMART Spaces 24/10 model. spaced learning inter-study interval exam revision attainment randomized control trial Education (General) Patrick Stark verfasserin aut Alastair Gittner verfasserin aut Carol McGuinness verfasserin aut Allen Thurston verfasserin aut Andy Biggart verfasserin aut In Frontiers in Education Frontiers Media S.A., 2017 8(2023) (DE-627)878204881 (DE-600)2882397-7 2504284X nnns volume:8 year:2023 https://doi.org/10.3389/feduc.2023.1199617 kostenfrei https://doaj.org/article/ce1bfdc506c24a6f92a27918d0b80dba kostenfrei https://www.frontiersin.org/articles/10.3389/feduc.2023.1199617/full kostenfrei https://doaj.org/toc/2504-284X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 AR 8 2023
language	English
source	In Frontiers in Education 8(2023) volume:8 year:2023
sourceStr	In Frontiers in Education 8(2023) volume:8 year:2023
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	spaced learning inter-study interval exam revision attainment randomized control trial Education (General)
isfreeaccess_bool	true
container_title	Frontiers in Education
authorswithroles_txt_mv	Liam O’Hare @@aut@@ Patrick Stark @@aut@@ Alastair Gittner @@aut@@ Carol McGuinness @@aut@@ Allen Thurston @@aut@@ Andy Biggart @@aut@@
publishDateDaySort_date	2023-01-01T00:00:00Z
hierarchy_top_id	878204881
id	DOAJ099453010
language_de	englisch
fullrecord	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">DOAJ099453010</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20240414034137.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">240414s2023 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.3389/feduc.2023.1199617</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ099453010</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJce1bfdc506c24a6f92a27918d0b80dba</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">L7-991</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Liam O’Hare</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="2"><subfield code="a">A pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision: the SMART Spaces 24/10 model</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2023</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">IntroductionThe main aim of this pilot study was to compare the efficacy of using different spaced learning models during school examination revision on pupil attainment. Spaced learning is using intervals between periods of learning rather than learning content all at one time.MethodsThree spaced learning models with different inter-study intervals (ISI’s) were co-designed by teachers and researchers using research evidence and practice knowledge. A pilot randomized controlled trial compared the three ISI models against control groups in 12 UK secondary schools’ science classes (pupil n = 408). The effects on attainment of each model were assessed using pre and post-tests of science attainment.ResultsThe results showed that all three models were feasible for use in a classroom. The spacing model using ISI of 24-h spaces between and 10-min spaces within revision sessions was the only significant one for improving attainment against a control group (effect size d = 0.19, p = &lt;0.05). The study also found that student engagement with the spaced learning program was a statistically significant predictor of increased pupil attainment.DiscussionThe study demonstrates the potential benefits of applying spaced learning to exam revision, with the most optimal ISI model found to be the SMART Spaces 24/10 model.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">spaced learning</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">inter-study interval</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">exam revision</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">attainment</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">randomized control trial</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education (General)</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Patrick Stark</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Alastair Gittner</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Carol McGuinness</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Allen Thurston</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Andy Biggart</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Frontiers in Education</subfield><subfield code="d">Frontiers Media S.A., 2017</subfield><subfield code="g">8(2023)</subfield><subfield code="w">(DE-627)878204881</subfield><subfield code="w">(DE-600)2882397-7</subfield><subfield code="x">2504284X</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:8</subfield><subfield code="g">year:2023</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.3389/feduc.2023.1199617</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/ce1bfdc506c24a6f92a27918d0b80dba</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://www.frontiersin.org/articles/10.3389/feduc.2023.1199617/full</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2504-284X</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_74</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_171</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2044</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2086</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2507</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4335</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4392</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">8</subfield><subfield code="j">2023</subfield></datafield></record></collection>
callnumber-first	L - Education
author	Liam O’Hare
spellingShingle	Liam O’Hare misc L7-991 misc spaced learning misc inter-study interval misc exam revision misc attainment misc randomized control trial misc Education (General) A pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision: the SMART Spaces 24/10 model
authorStr	Liam O’Hare
ppnlink_with_tag_str_mv	@@773@@(DE-627)878204881
format	electronic Article
delete_txt_mv	keep
author_role	aut aut aut aut aut aut
collection	DOAJ
remote_str	true
callnumber-label	L7-991
illustrated	Not Illustrated
issn	2504284X
topic_title	L7-991 A pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision: the SMART Spaces 24/10 model spaced learning inter-study interval exam revision attainment randomized control trial
topic	misc L7-991 misc spaced learning misc inter-study interval misc exam revision misc attainment misc randomized control trial misc Education (General)
topic_unstemmed	misc L7-991 misc spaced learning misc inter-study interval misc exam revision misc attainment misc randomized control trial misc Education (General)
topic_browse	misc L7-991 misc spaced learning misc inter-study interval misc exam revision misc attainment misc randomized control trial misc Education (General)
format_facet	Elektronische Aufsätze Aufsätze Elektronische Ressource
format_main_str_mv	Text Zeitschrift/Artikel
carriertype_str_mv	cr
hierarchy_parent_title	Frontiers in Education
hierarchy_parent_id	878204881
hierarchy_top_title	Frontiers in Education
isfreeaccess_txt	true
familylinks_str_mv	(DE-627)878204881 (DE-600)2882397-7
title	A pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision: the SMART Spaces 24/10 model
ctrlnum	(DE-627)DOAJ099453010 (DE-599)DOAJce1bfdc506c24a6f92a27918d0b80dba
title_full	A pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision: the SMART Spaces 24/10 model
author_sort	Liam O’Hare
journal	Frontiers in Education
journalStr	Frontiers in Education
callnumber-first-code	L
lang_code	eng
isOA_bool	true
recordtype	marc
publishDateSort	2023
contenttype_str_mv	txt
author_browse	Liam O’Hare Patrick Stark Alastair Gittner Carol McGuinness Allen Thurston Andy Biggart
container_volume	8
class	L7-991
format_se	Elektronische Aufsätze
author-letter	Liam O’Hare
doi_str_mv	10.3389/feduc.2023.1199617
author2-role	verfasserin
title_sort	pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision: the smart spaces 24/10 model
callnumber	L7-991
title_auth	A pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision: the SMART Spaces 24/10 model
abstract	IntroductionThe main aim of this pilot study was to compare the efficacy of using different spaced learning models during school examination revision on pupil attainment. Spaced learning is using intervals between periods of learning rather than learning content all at one time.MethodsThree spaced learning models with different inter-study intervals (ISI’s) were co-designed by teachers and researchers using research evidence and practice knowledge. A pilot randomized controlled trial compared the three ISI models against control groups in 12 UK secondary schools’ science classes (pupil n = 408). The effects on attainment of each model were assessed using pre and post-tests of science attainment.ResultsThe results showed that all three models were feasible for use in a classroom. The spacing model using ISI of 24-h spaces between and 10-min spaces within revision sessions was the only significant one for improving attainment against a control group (effect size d = 0.19, p = <0.05). The study also found that student engagement with the spaced learning program was a statistically significant predictor of increased pupil attainment.DiscussionThe study demonstrates the potential benefits of applying spaced learning to exam revision, with the most optimal ISI model found to be the SMART Spaces 24/10 model.
abstractGer	IntroductionThe main aim of this pilot study was to compare the efficacy of using different spaced learning models during school examination revision on pupil attainment. Spaced learning is using intervals between periods of learning rather than learning content all at one time.MethodsThree spaced learning models with different inter-study intervals (ISI’s) were co-designed by teachers and researchers using research evidence and practice knowledge. A pilot randomized controlled trial compared the three ISI models against control groups in 12 UK secondary schools’ science classes (pupil n = 408). The effects on attainment of each model were assessed using pre and post-tests of science attainment.ResultsThe results showed that all three models were feasible for use in a classroom. The spacing model using ISI of 24-h spaces between and 10-min spaces within revision sessions was the only significant one for improving attainment against a control group (effect size d = 0.19, p = <0.05). The study also found that student engagement with the spaced learning program was a statistically significant predictor of increased pupil attainment.DiscussionThe study demonstrates the potential benefits of applying spaced learning to exam revision, with the most optimal ISI model found to be the SMART Spaces 24/10 model.
abstract_unstemmed	IntroductionThe main aim of this pilot study was to compare the efficacy of using different spaced learning models during school examination revision on pupil attainment. Spaced learning is using intervals between periods of learning rather than learning content all at one time.MethodsThree spaced learning models with different inter-study intervals (ISI’s) were co-designed by teachers and researchers using research evidence and practice knowledge. A pilot randomized controlled trial compared the three ISI models against control groups in 12 UK secondary schools’ science classes (pupil n = 408). The effects on attainment of each model were assessed using pre and post-tests of science attainment.ResultsThe results showed that all three models were feasible for use in a classroom. The spacing model using ISI of 24-h spaces between and 10-min spaces within revision sessions was the only significant one for improving attainment against a control group (effect size d = 0.19, p = <0.05). The study also found that student engagement with the spaced learning program was a statistically significant predictor of increased pupil attainment.DiscussionThe study demonstrates the potential benefits of applying spaced learning to exam revision, with the most optimal ISI model found to be the SMART Spaces 24/10 model.
collection_details	GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700
title_short	A pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision: the SMART Spaces 24/10 model
url	https://doi.org/10.3389/feduc.2023.1199617 https://doaj.org/article/ce1bfdc506c24a6f92a27918d0b80dba https://www.frontiersin.org/articles/10.3389/feduc.2023.1199617/full https://doaj.org/toc/2504-284X
remote_bool	true
author2	Patrick Stark Alastair Gittner Carol McGuinness Allen Thurston Andy Biggart
author2Str	Patrick Stark Alastair Gittner Carol McGuinness Allen Thurston Andy Biggart
ppnlink	878204881
callnumber-subject	L - General Education
mediatype_str_mv	c
isOA_txt	true
hochschulschrift_bool	false
doi_str	10.3389/feduc.2023.1199617
callnumber-a	L7-991
up_date	2024-07-03T22:51:37.995Z
_version_	1803600105830350848
fullrecord_marcxml	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">DOAJ099453010</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20240414034137.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">240414s2023 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.3389/feduc.2023.1199617</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ099453010</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJce1bfdc506c24a6f92a27918d0b80dba</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">L7-991</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Liam O’Hare</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="2"><subfield code="a">A pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision: the SMART Spaces 24/10 model</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2023</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">IntroductionThe main aim of this pilot study was to compare the efficacy of using different spaced learning models during school examination revision on pupil attainment. Spaced learning is using intervals between periods of learning rather than learning content all at one time.MethodsThree spaced learning models with different inter-study intervals (ISI’s) were co-designed by teachers and researchers using research evidence and practice knowledge. A pilot randomized controlled trial compared the three ISI models against control groups in 12 UK secondary schools’ science classes (pupil n = 408). The effects on attainment of each model were assessed using pre and post-tests of science attainment.ResultsThe results showed that all three models were feasible for use in a classroom. The spacing model using ISI of 24-h spaces between and 10-min spaces within revision sessions was the only significant one for improving attainment against a control group (effect size d = 0.19, p = &lt;0.05). The study also found that student engagement with the spaced learning program was a statistically significant predictor of increased pupil attainment.DiscussionThe study demonstrates the potential benefits of applying spaced learning to exam revision, with the most optimal ISI model found to be the SMART Spaces 24/10 model.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">spaced learning</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">inter-study interval</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">exam revision</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">attainment</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">randomized control trial</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education (General)</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Patrick Stark</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Alastair Gittner</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Carol McGuinness</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Allen Thurston</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Andy Biggart</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Frontiers in Education</subfield><subfield code="d">Frontiers Media S.A., 2017</subfield><subfield code="g">8(2023)</subfield><subfield code="w">(DE-627)878204881</subfield><subfield code="w">(DE-600)2882397-7</subfield><subfield code="x">2504284X</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:8</subfield><subfield code="g">year:2023</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.3389/feduc.2023.1199617</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/ce1bfdc506c24a6f92a27918d0b80dba</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://www.frontiersin.org/articles/10.3389/feduc.2023.1199617/full</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2504-284X</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_74</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_171</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2044</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2086</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2507</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4335</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4392</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">8</subfield><subfield code="j">2023</subfield></datafield></record></collection>
score	7.400361

Nicht das Richtige dabei?

Schreiben Sie uns!

A pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision: the SMART Spaces 24/10 model

Nicht das Richtige dabei?

Zugang & Verfügbarkeit

Vorhandene Bände

Nicht das Richtige dabei?