The positive relationship between spacing and quiz performance is greater for students who complete fewer activities¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i0 negligible
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i0 Spacing and activity completion interact in predicting quiz grade: when students completed fewer activities, the positive spacing-quiz relationship was greater. → Paulo F. Carvalho 2020

Evidence¶

Paulo F. Carvalho 2020¶

Paulo F. Carvalho, Faria Sana and Veronica X. Yan. (2020). Self-regulated spacing in a massive open online course is related to better learning. npj Science of Learning 5:2. https://doi.org/10.1038/s41539-020-0061-1

q2 · i0 · associational · r2

Regression predicting quiz performance from spacing, number of activities completed, and their interaction, with covariates and random factors. The article reports "a significant spacing by activities interaction, β = −0.03"; marginal effects are plotted in Fig. 3b.

"In this analysis (see Supplementary Table 5), we found a significant spacing by activities interaction, β = −0.03, SE = 0.01, t(6415) = −2.71, p = 0.007."

Discussion¶

Related Claims¶

• Students who complete more practice activities also tend to space their study more — related
• In a self-regulated MOOC, spacing study across more sessions predicts higher unit quiz performance within participants — related
• Number of completed adaptive assignments is positively associated with student performance — related