Résumés
Abstract
Recent findings have provided strong evidence that retrieval-based learning is an effective strategy for enhancing knowledge retention and long-term meaningful learning, but it is not a preferred learning strategy for the majority of students. The present research analyzes the application of learning gamification principles in online, open-book, multiple-choice tests in order to motivate students to engage in repeated retrieval-based learning activities. The results reveal a strong positive correlation between the number of successful retrieval attempts in these tests that cover content from the course textbook, and long-term knowledge retention as demonstrated in a live, final, closed-book, cumulative exam consisting of multiple-choice, labeling, definitions, and open-ended questions covering the content of both textbook readings and lectures. The presented results suggest that online, open-book tests designed using gamification principles, even when covering partial course content and one type of questions, are an effective strategy for using educational technology to motivate students to repeatedly engage in retrieval-based learning activities and improve long-term knowledge retention, regardless of the course delivery mode.
Keywords:
- gamification,
- retrieval-based learning,
- multiple-choice tests,
- online,
- learning management system,
- learning analytics
Parties annexes
Bibliography
- Agarwal, P. K., Karpicke, J. D., Kang, S. H. K., Roediger, H. L., & McDermott, K. B. (2008). Examining the testing effect with open- and closed-book tests. Applied Cognitive Psychology, 22, 861-876. doi: 10.1002/acp.1391
- Becker, K., & Nicholson, S. (2016). Gamification in the classroom: Old wine in new badges (Online document). Retrieved from https://mruir.mtroyal.ca/xmlui/bitstream/handle/11205/268/LEGBOOK_TWO_FINALMANUSCRIPT_112414-CH3-edited.pdf?sequence=1
- Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81-90. doi: 10.1177/003172171009200119
- Blunt, J. R., & Karpicke, J. D. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331, 772. doi: 10.1126/science.1199327
- Cantor, A. D., Eslick, A. N., Marsh, E. J., Bjork, R. A., & Bjork, E. L. (2014). Multiple-choice tests stabilize access to marginal knowledge. Memory & Cognition, XX, 1-13. doi: 10.3758/s13421-014-0462-6
- Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459. doi: 10.3102/00346543053004445
- Grimaldi, P. J., & Karpicke, J. D. (2014). Guided retrieval practice of educational materials using automated scoring. Journal of Educational Psychology, 106, 58-68. doi: 10.1037/a0033208
- Kang, S. H. K., McDermott, K. B., & Roediger, H. L. (2007). Test format and corrective feedback modify the effects of testing on long-term retention. European Journal of Cognitive Psychology, 19, 528-558. doi: 10.1080/09541440601056620
- Karpicke, J. D. (2012). Retrieval-based learning: Active retrieval promotes meaningful learning. Current Directions in Psychological Science, 21, 157-163. doi: 10.1177/0963721412443552
- Karpicke, J. D., & Aue, W. R. (2015). The testing effect is alive and well with complex materials. Educational Psychology Review, 27, 317-326. doi: 10.1007/s10648-015-9309-3
- Karpicke, J. D., Butler, A. C., & Roediger, H. L. (2009). Metacognitive strategies in student learning: Do students practice retrieval when they study on their own? Memory, 17, 471-479. doi: 10.1080/09658210802647009
- Kelley, P., & Whatson, T. (2013). Making long-term memories in minutes: A spaced learning pattern from memory research in education. Frontiers in Human Neuroscience, 7, 589. doi: 10.3389/fnhum.2013.00589
- Little, J. L., Bjork, E. L., Bjork, R. A., & Angello, G. (2012). Multiple-choice tests exonerated, at least of some charges: Fostering test-induced learning and avoiding test-induced forgetting. Psychological Science, 23, 1337-1344. doi: 10.1177/0956797612443370
- Little, J., & Bjork, E. L. (2015). Optimizing multiple-choice tests as tools for learning. Memory & Cognition, 43, 14-26. doi: 10.3758/s13421-014-0452-8
- McDaniel, M.A., Roediger, H. L., & McDermott, K. B. (2007). Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14(2), 200-206. doi: 10.3758/BF03194052
- Nunes, L. D., & Karpicke, J. D. (2015). Retrieval-based learning: Research at the interface between cognitive science and education. In R. A. Scott & S. M. Kosslyn (Eds.), Emerging trends in the social and behavioral sciences (pp. 1-16). New York: John Wiley & Sons, Inc. doi: 10.1002/9781118900772.etrds0289
- Pyc, M. A., & Rawson, K. A. (2009). Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory? Journal of Memory and Language, 60, 437-447. doi: 10.1016/j.jml.2009.01.004
- Smith, M. A., & Karpicke, J. D. (2014). Retrieval practice with short-answer, multiple-choice, and hybrid tests. Memory, 22(7), 784-802. doi: 10.1080/09658211.2013.831454
- Soderstrom, N. C., & Bjork, R. A. (2014). Testing facilitates the regulation of subsequent study time. Journal of Memory and Language, 73, 99-115. doi: 10.1016/j.jml.2014.03.003
- Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. Sebastopol, CA: O’Reilly Media.