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
Autor*in: |
Liam O’Hare [verfasserIn] Patrick Stark [verfasserIn] Alastair Gittner [verfasserIn] Carol McGuinness [verfasserIn] Allen Thurston [verfasserIn] Andy Biggart [verfasserIn] |
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E-Artikel |
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Sprache: |
Englisch |
Erschienen: |
2023 |
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Übergeordnetes Werk: |
In: Frontiers in Education - Frontiers Media S.A., 2017, 8(2023) |
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Übergeordnetes Werk: |
volume:8 ; year:2023 |
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DOI / URN: |
10.3389/feduc.2023.1199617 |
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Katalog-ID: |
DOAJ099453010 |
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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 |
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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 |
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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 |
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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 |
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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 |
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A pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision: the SMART Spaces 24/10 model |
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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. |
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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. |
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