Optimizing learning in undergraduate psychology students: The impact of advance quizzing, review, and classroom attendance

Meier, Beat (2017). Optimizing learning in undergraduate psychology students: The impact of advance quizzing, review, and classroom attendance. Cognitive research, 2(39), pp. 1-8. Springer 10.1186/s41235-017-0075-2

[img]
Preview
Text
Meier-2017-Cognitive_Research__Principles_and_Implications.pdf - Published Version
Available under License Creative Commons: Attribution (CC-BY).

Download (619kB) | Preview

This study investigates whether introducing simple cognitive interventions that are known to enhance learning in laboratory studies can be transferred to classroom settings. In an introductory psychology class, students were provided with a brief advance quiz on the topic covered in each particular lecture. In case they did not attend class, they still had the opportunity to fill it out at home. The interventions were offered on a voluntary basis and the students were given the opportunity to obtain an extra point towards the final exam by reviewing the key points of each lecture on a regular basis. The results indicate that both advance quizzing and review enhanced the grades on the final examination. Although it is likely that individual differences also contribute to learning outcomes, these effects were specific for the particular course and independent from class attendance. The results indicate that transfer of simple cognitive interventions from laboratory to classroom settings is feasible. They also indicate that these interventions can be effectively implemented into the lectures to boost student learning.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Psychology > Psychological and Behavioral Health

UniBE Contributor:

Meier, Beat

Subjects:

100 Philosophy > 150 Psychology
600 Technology > 610 Medicine & health

ISSN:

2365-7464

Publisher:

Springer

Language:

English

Submitter:

Beat Meier

Date Deposited:

23 Apr 2018 16:42

Last Modified:

22 Oct 2019 20:00

Publisher DOI:

10.1186/s41235-017-0075-2

BORIS DOI:

10.7892/boris.110474

URI:

https://boris.unibe.ch/id/eprint/110474

Actions (login required)

Edit item Edit item
Provide Feedback