List of works
Poster
Relationship Between Student Achievement and Study Strategies in Online and Traditional Classes
Date presented 2022
Student Scholar Symposium & Faculty Research Showcase, 2022, University of West Florida, Pensacola, Florida
Poster
Adaptively adding concepts during study improves flashcard-based learning
Date presented 2021
Student Scholar Symposium & Faculty Research Showcase, 2021, University of West Florida, Pensacola, Florida
Most students use flashcards to study, but they often do not use them effectively (e.g., students drop cards from study too soon; Kernell & Bjork, 2008). Adaptive technology can avoid this by adding or dropping cards based on objective performance criteria.
In this study, we examined the optimal adaptive flashcard learning strategy by having participants identify butterfly species under different adaptive mastery conditions that added or dropped cards based on performance.
HYPOTHESIS: We hypothesized that adding cards as performance improves (Mastery Add) would show better retention and transfer compared to a condition that drops cards
(Mastery Drop) or a control condition in which no cards are added or dropped because it lessens the cognitive load at the beginning of study and increases spacing between items.
Poster
Adaptively adding concepts during study improves flashcard-based learning
Date presented 2021
Summer Undergraduate Research Program, 2021, University of West Florida, Pensacola, Florida
Most students use flashcards to study, but they often do not use them effectively (e.g., students drop cards from study too soon; Kornell & Bjork, 2008). Adaptive technology can avoid this by adding or dropping cards based on objective performance criteria.
In this study, we examined the optimal adaptive flashcard learning strategy by having participants identify butterfly species under different adaptive mastery conditions that added or dropped cards based on performance.
We hypothesized that adding cards as performance improves (Mastery Add) would show better retention and transfer compared to a condition that drops cards (Mastery Drop) or a control condition in which no cards are added or dropped because it lessens the cognitive load at the beginning of study and increases spacing between items.