ABSTRACT
Traditional practices of spacing and expanding retrieval practices have typically fixed their spacing intervals to one or few predefined schedules [5, 7]. Few have explored the advantages of using personalized expanding intervals and scheduling systems to adapt to the knowledge levels and learning patterns of individual students. In this work, we are concerned with estimating the effects of personalized expanding intervals on improving students' long-term mastery level of skills. We developed a Personalized Adaptive Scheduling System (PASS) in ASSISTments' retention and relearning workflow. After implementing the PASS, we conducted a study to investigate the impact of personalized scheduling on long-term retention by comparing results from 97 classes in the summer of 2013 and 2014. We observed that students in PASS outperformed students in traditional scheduling systems on long-term retention performance (p = 0.0002), and that in particular, students with medium level of knowledge demonstrated reliable improvement (p = 0.0209) with an effect size of 0.27. In addition, the data we gathered from this study also helped to expose a few issues we have with the new system. These results suggest personalized knowledge retrieval schedules are more effective than fixed schedules and we should continue our future work on examining approaches to optimize PASS.
- Anderson, J. R. (2014). Rules of the mind. Psychology Press.Google ScholarCross Ref
- Baker, R. S., Gowda, S. M., Corbett, A. T., & Ocumpaugh, J. (2012, January). Towards automatically detecting whether student learning is shallow. In Intelligent Tutoring Systems (pp. 444--453). Springer Berlin Heidelberg. Google ScholarDigital Library
- Crowder, R. G. (1976). Principles of learning and memory.Google Scholar
- Hintzman, D. L. (1974). Theoretical implications of the spacing effect.Google Scholar
- Logan, J. M., & Balota, D. A. (2008). Expanded vs. equal interval spaced retrieval practice: Exploring different schedules of spacing and retention interval in younger and older adults. Aging, Neuropsychology, and Cognition, 15(3), 257--280.Google ScholarCross Ref
- Lindsey, R. V., Shroyer, J. D., Pashler, H., & Mozer, M. C. (2014). Improving students' long-term knowledge retention through personalized review. Psychological science, 25(3), 639--647.Google Scholar
- Karpicke, J. D., & Roediger III, H. L. (2007). Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(4), 704.Google ScholarCross Ref
- Melton, A. W. (1967). Repetition and retrieval from memory. Science (New York, NY), 158(3800), 532--532.Google Scholar
- Pavlik, P. I., & Anderson, J. R. (2008). Using a model to compute the optimal schedule of practice. Journal of Experimental Psychology: Applied, 14(2), 101.Google ScholarCross Ref
- Thalheimer, W. (2006). Spacing learning events over time: What the research says.Google Scholar
- Wang, Y., & Beck, J. E. (2012). Using Student Modeling to Estimate Student Knowledge Retention. International Educational Data Mining Society.Google Scholar
- Xiong, X., & Beck, J. E. (2014). A Study of Exploring Different Schedules of Spacing and Retrieval Interval on Mathematics Skills in ITS Environment. In Intelligent Tutoring Systems (pp. 504--509). Springer International Publishing.Google ScholarDigital Library
- Xiong, X., Li, S., & Beck, J. E. (2013). Will You Get It Right Next Week: Predict Delayed Performance in Enhanced ITS Mastery Cycle. In FLAIRS Conference.Google Scholar
- Xiong, X., Adjei, S. A., & Heffernan, N. T. (2014) Improving Retention Performance Prediction with Prerequisite Skill Features. The 7th International Conference on Educational Data MiningGoogle Scholar
Index Terms
- Improving students' long-term retention performance: a study on personalized retention schedules
Recommendations
A Study of Exploring Different Schedules of Spacing and Retrieval Interval on Mathematics Skills in ITS Environment
ITS 2014: 12th International Conference on Intelligent Tutoring Systems - Volume 8474The present study was designed to help answer several questions regarding the impact of spacing and expanding retrieval practice on mathematics skills. For this study, we set up four different interval schedules 1 day; 4 days; 7 days; 14 days in an ITS ...
Comments