|Ph.D Student||Tal Nevo|
|Subject||Quiz Distribution in a Computerized Tutorial: Interactive|
Effects on Practice and Retention
|Department||Department of Industrial Engineering and Management||Supervisor||Full Professor Erev Ido|
|Full Thesis text - in Hebrew|
In our study, an attempt has been made to focus on the basic abilities existing in computerized learning tools as opposed to the conventional learning tools. Examples for these unique abilities: Quiz distribution method while learning, Learning protocols, Rewarding methods to enhance the students' motivation, Manipulating the number of reviews made by the students. In order to complete the research main guideline in this study, we used a definition for success in the learning processes, following Schmidt & Bjork's study (Schmidt & Bjork, 1992). Schmidt and Bjork made a significant distinction between short term and long term retention. All the experiments in our study were been conducted in light of this definition, and measured success rates in immediate tests, as well as in retention tests.
The first experiment in this study examined the effects of various distribution methods of comprehension questions on success. The results of this experiment showed an advantage for using comprehension questions while learning over learning without getting comprehension questions. In addition, it was found out that the more difficult distribution method was more successful in the long term retention tests over the easier methods. This finding supports Schmidt and Bjork's theory, stating that harder learning conditions using delayed feedbacks will yield better achievements in retention tests.
In the second experiment, the learning protocol was changed: the number of reviews was fixed for all the subjects, and a rewarding system offered to the learners. The results received for the groups of subjects who were not rewarded with payments matched the Schmidt-Bjork prediction, which had been received in our first experiment. On the other hand, the result was totally different for those subjects who were rewarded with payments while learning, and thus the Schmidt-Bjork prediction was non-existent anymore.
The third experiment solely examined the effect of the monetary reward on both the long and short term retention. In this experiment, none of the rewarding methods had an advantage over the others regarding the learners' achievements.
The findings of the experiments in our study promise an optimistic forecast: using minor changes in learning methods may result in significant learning achievements among learners. Also, it has been found out that the well-known and basic methods of effective learning, such as giving feedback while learning and using reviews of the learnt material have a stronger effect on the learners' retention while using computerized learning tools.