Lasting Learning DFG FOR 5254 @learningFOR5254
Account of the 'Lasting Learning DFG FOR 5254' psychologie.uni-wuerzburg.de/paepsy/for5254/ Joined October 2023-
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The first issue for 2025!!! No, wait... it's the last issue for 2024!!! Higher Education Research & Development, v.43 n.8 tandfonline.com/toc/cher20/43/…
A study by Endres et al. (2024) shows that constructive retrieval, a combination of retrieval practice and elaborative learning, promotes lasting learning by enhancing factual knowledge, comprehension, self-awareness, and self-regulation. sciencedirect.com/science/articl…
We`re looking forward to our SIG6&SIG7 WebLecture next week Wednesday! Speaker: Inge Molenaar Date: November 20, 1 pm CET Topic: Human-AI collaboration in education: The hybrid future Access: shorturl.at/E6KSI (Webinar ID: 617 8311 0064; Passcode: SIG6SIG7) See you:)
🎓Promotionsstelle (100%, 4 Jahre) im Bereich “Lehren & Lernen mit digitalen Medien” @FU_Berlin! Forschung zu #Lasting Learning, #Bildungstechnologien, #DigitalLiteracy & mehr. 💻👩🏫Jetzt bewerben bis 21.10.24: tinyurl.com/23cvevz7✨ #Job #Wissenschaft #EdTech
Big thanks to the organizing team of #DGPs2024 for an amazing hybrid conference! 👏👏 We had a fantastic time contributing, reconnecting with friends, and exchanging valuable insights. Excited for the next one! ✨ @DGPs_Berlin @univienna
Thanks to Matthias Nückles for discussing our third Core Symposium on lasting learning. Your insights brought great depth to the session! #DGPs2024 @DGPs_Berlin @univienna
Christian Thurn found effects of early science education, highlighting a mutual interaction between experimentation skills and content knowledge. Interesting insights! #DGPs2024 @DGPs_Berlin @univienna
In an eye-tracking study, Sophia-Christin Weissgerber @weissgerber_c investigated disfluency as a moderator for the seductive details effect in learning. Thank you for the presentation! #DGPs2024 @DGPs_Berlin @univienna
Marc Philipp Janson @mpjanson showed that distributed practice in digital learning systems can enhance exam performance. However, students still tended to use massed learning. Further support is needed to help them embrace desirable difficulties. #DGPs2024 @DGPs_Berlin @univienna
Annika Lenk-Blochowitz presented research on interleaved practice in learning Spanish verbs 'ser' and 'estar.' Findings suggest that interleaving, combined with feedback, helped learners better distinguish similar concepts for grammar learning. #DGPs2024 @DGPs_Berlin @univienna
Interleaved practice is an effective approach for helping third graders learn different but easily confused spelling rules, @MarynaKli found. Children showed fewer spelling errors in immediate and 8-week follow-up tests, indicating long-term effects. @DGPs_Berlin @univienna
Veit Kubik @VeitKubik is opening our third Core Symposium on lasting learning! Get ready for insights into interleaved practice, multimedia learning, and more. 😊 #DGPs2024 @DGPs_Berlin @univienna
Our third Core Symposium on lasting learning covers interleaved practice in spelling and grammar, multimedia learning, distributed retrieval practice in online learning, and strategies in physics education. 🗓today 🕒14.00-15.30 📍EW-Saal,Whova #DGPs2024 @DGPs_Berlin @univienna
Thank you, @garvin_brod, for the insightful discussion! Your contributions added great value to the symposium. #DGPs2024 @DGPs_Berlin @univienna
Oliver Kliegl @OliverKliegl found that the pretesting effect strengthened with prolonged delays and repeated guessing. Pretests proved to be an effective learning strategy, enhancing memory over time. #DGPs2024 @DGPs_Berlin @univienna
Judith Schweppe examined feedback types in practice tests. Both elaborative and correct-answer feedback improved multiple-choice test performance, with limited impact on short-answer tests. #DGPs2024 @DGPs_Berlin @univienna
Roman Abel presented findings on combining open- and closed-book quizzing formats. Starting with open-book quizzes supported mental representation. Thanks, Roman! #DGPs2024 @DGPs_Berlin @univienna
Veit Kubik @VeitKubik investigated whether metacognitive prompts can enhance the retrieval-practice effect in lecture settings. Thank you for the insights! #DGPs2024 @DGPs_Berlin @univienna
Ralf Rummer presents findings suggesting that retrieval practice can benefit learning independent from text complexity, challenging previous findings by de Jonge et al. (2015). Thank you, Ralf! #DGPs2024 @DGPs_Berlin @univienna
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