Spacing effects are best manipulated within the drill-and-practice category of CAI¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The dissertation reviews five categories of computer assisted instruction — tutorials, drill-and-practice, simulation, instructional games, and problem-solving — and argues that while spaced practice and spaced review can be implemented in each, "for the benefit of educating the user, spacing effects are best manipulated within the category of drill-and-practice". Drill-and-practice involves regular exercise with constant repetition and supports automaticity of subskills.

Design Implications¶

Context¶

Requirements¶

• Drill-and-practice exercises performed regularly and with constant repetition, so that lower-level subskills become automatic.

Constraints¶

Target Learners¶

• college and university students

Target Goals¶

• automaticity of subskills and retention of practiced material

Claims¶

• Structured CAI with spaced practice and spaced review produced better recall and retention than unstructured CAI [+W]
• Learners using structured CAI maintained their level of memory from recall to retention, while unstructured CAI learners did not [+W]

Related Patterns¶

Examples¶

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Key Sources¶

• Caple, Carlous. (1996). The Effects of Spaced Practice and Spaced Review on Recall and Retention Using Computer Assisted Instruction. Doctoral Dissertation, North Carolina State University. https://eric.ed.gov/?id=ED427772