Optimizing learning in undergraduate psychology students: the impact of advance quizzing, review, and classroom attendance
Abstract 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 pa...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2017-09-01
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| Series: | Cognitive Research |
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| Online Access: | http://link.springer.com/article/10.1186/s41235-017-0075-2 |
| _version_ | 1819002308327899136 |
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| author | Beat Meier |
| author_facet | Beat Meier |
| author_sort | Beat Meier |
| collection | DOAJ |
| description | Abstract 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. |
| first_indexed | 2024-12-20T23:03:02Z |
| format | Article |
| id | doaj.art-1396f8afd9434e159ef9813e70615de3 |
| institution | Directory Open Access Journal |
| issn | 2365-7464 |
| language | English |
| last_indexed | 2024-12-20T23:03:02Z |
| publishDate | 2017-09-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Cognitive Research |
| spelling | doaj.art-1396f8afd9434e159ef9813e70615de32022-12-21T19:23:57ZengSpringerOpenCognitive Research2365-74642017-09-01211810.1186/s41235-017-0075-2Optimizing learning in undergraduate psychology students: the impact of advance quizzing, review, and classroom attendanceBeat Meier0Institute of Psychology and Center for Cognition, Learning, and Memory, University of BernAbstract 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.http://link.springer.com/article/10.1186/s41235-017-0075-2MemoryTesting effectsPretesting effectsPodcasts |
| spellingShingle | Beat Meier Optimizing learning in undergraduate psychology students: the impact of advance quizzing, review, and classroom attendance Cognitive Research Memory Testing effects Pretesting effects Podcasts |
| title | Optimizing learning in undergraduate psychology students: the impact of advance quizzing, review, and classroom attendance |
| title_full | Optimizing learning in undergraduate psychology students: the impact of advance quizzing, review, and classroom attendance |
| title_fullStr | Optimizing learning in undergraduate psychology students: the impact of advance quizzing, review, and classroom attendance |
| title_full_unstemmed | Optimizing learning in undergraduate psychology students: the impact of advance quizzing, review, and classroom attendance |
| title_short | Optimizing learning in undergraduate psychology students: the impact of advance quizzing, review, and classroom attendance |
| title_sort | optimizing learning in undergraduate psychology students the impact of advance quizzing review and classroom attendance |
| topic | Memory Testing effects Pretesting effects Podcasts |
| url | http://link.springer.com/article/10.1186/s41235-017-0075-2 |
| work_keys_str_mv | AT beatmeier optimizinglearninginundergraduatepsychologystudentstheimpactofadvancequizzingreviewandclassroomattendance |