The Effect of Mastery Feedback Appended to a CAI System for Spaced Learning
01 Sep 2004-Educational technology research (Japan Society for Educational Technology)-Vol. 27, Iss: 1, pp 31-38
TL;DR: Not only the efi'ectiveness and time-ethcierTcy of the CAI s},sleni bul idso the evulutLtion or i'acility ot' learning us, but also the relatienshrips betweon mMstery teedbuck arid metacognition und ber-,een multimediH and mutivation ure discussed.
Abstract: )v,lizunu (2000) devised a spaced learning r]hettTod, the Low-First Metboci, based on psychoEogiclil tindings related to .vp;hcing effbcts, tbr learning siniple nerLhierarchical nutteriu]s and demonstrateci its ettbctjveness in a CiiLl system. Then Mizurio (L)OOI) n]c,dified it tc) be adaptive to individual dift'erences ol' memory span, veritied its etlbctiveness, and ca]led jt the N'iodilled Lo\",-First Method. However, in an evuluation survey ()L4izuno, 2e02b), t] CA[ svstem -,ith the Modified Lew-First Method vv'tt.K evaluiLteci bad]y with respect to its fauility oNeurning becuuse it was hurcl tbr lettrrTers to nionitor their progress. Sf], in this study, un exl]eriment and a surx,ey \"・ere cenducted le denionstrate the vtt]idity oi' \"ppending a niultitnedja niastery tbedbHc:k device to the C.ALI system with the N,lodified I.ow-First N,tethod te enable them to rnonit.or their' progFess, The results irTdicnted thut mttste:Jr tbedback eniTHnued not only the efi'ectiveness and time-ethcierTcy oi' the CAI s},sleni bul idso the evulutLtion or i'acility ot' learning us \",e]l tts lenrner.s' Tiietivttti\"n, Fintt]]y, the relatienshrips betweon mMstery teedbuck arid metacognition und ber-,een multimediH and mutivation ure discussed.
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31 Aug 2019
TL;DR: This article argues that when using Internet-based computer-mediated communication technologies for language teaching and learning, it is not sufficient to see the new learning spaces as replicates of conventional face-to-face settings and suggests it may be useful to consider how meaning is made using the modes and media available in electronic environments.
Abstract: This article argues that when using Internet-based computer-mediated communication technologies for language teaching and learning (e.g., email, internet relay chat, or, more recently, instant messaging and audio-conferencing), it is not sufficient to see the new learning spaces as replicates of conventional face-to-face settings. We suggest that it may be useful to consider how meaning is made using the modes and media available in electronic environments. This approach offers a new framework for the investigation of both the limitations and the possibilities of the new information and communication media and the modes they afford. It incorporates notions of design, authorship and dissemination, and the increasing importance of modes other than writing in virtual language learning spaces and can thus also contribute to an enhanced understanding of the phenomenon of new literacies. In this article we seek to demonstrate how this framework can inform the development of language learning and teaching in Internet-based environments, using an audio-graphic conferencing application as an example. We examine some of the demands made on tutors and learners and consider ways of meeting the arising pedagogical challenges.
134 citations
Cites background from "The Effect of Mastery Feedback Appe..."
...…is the first algorithm to base itself on thorough understanding of the spacing effect (see Mizuno, 2003a, for details about the algorithm and its three principles), and its effectiveness has been consistently confirmed by a number of experiments (Mizuno, 2000, 2001, 2002a, 2002b, 2003a, 2004)....
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TL;DR: The study has demonstrated the superiority of computers over lists, the limited advantage of word cards over list, and no statistically significant difference between computers and cards.
Abstract: The spacing effect is known to be one of the most robust phenomena in experimental psychology, and many attempts have been made to realize effective spaced learning for L2 vocabulary learning. This study compares vocabulary learning with word lists, word cards, and computers in order to identify which material leads to the most superior spaced learning. In the experiment, 226 Japanese high school students studied ten English words with one of the three learning materials: lists, cards, and computers. One-way analysis of covariance (ANCOVA) showed that although no significant difference existed between the Card group and the other two, the PC group significantly outperformed the List group on the delayed post-test. Item analysis using Chi-squares demonstrated that on the delayed post-test, the List group's successful recall rates for four of the ten items were significantly lower than those of the Card or PC group. Correlational analysis indicated that the time invested in learning and the subsequent post-test scores did not correlate significantly for the List and Card groups. Paradoxically, a negative correlation was observed between the PC group's study time and their post-test scores. The lack of meaningful relationships between the study time and subsequent retention may be partially due to the limited ability of certain learners to learn effectively while using certain materials. A questionnaire given to the participants found that, in general, computers were evaluated more favorably than lists or cards. At the same time, however, learners exhibited large variations in their evaluation of computers, implying the importance of considering individual differences when introducing CALL to learners. In summary, the study has demonstrated the superiority of computers over lists, the limited advantage of word cards over lists, and no statistically significant difference between computers and cards. The findings are significant because although the advantages of cards or computers have been advocated, no study has ever tested such claims empirically.
130 citations
Cites background or methods from "The Effect of Mastery Feedback Appe..."
...Studies on an algorithm called the Low-First Spaced Learning Method, which was developed by Dr. Rika Mizuno, are among such attempts (e.g., Mizuno, 2000, 2003b, 2004)....
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...Secondly, the effectiveness of the method has been proved consistently by a number of experiments (Mizuno, 2000, 2003b, 2004; Nakata, in press), although studies on other algorithms have produced mixed results....
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...Lastly, continual attempts have been made to improve the effectiveness of the algorithm in the last decade (Mizuno, 2000, 2003b, 2004; Nakata, 2006a, 2006b) while most studies on other algorithms were conducted at least a decade ago without replication studies in recent years....
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31 Aug 2019
TL;DR: It is revealed that although structural elaboration did not contribute to effectiveness or time-efficiency, it significantly decreased the number of errors during learning.
Abstract: The spacing effect is known to be one of the most robust phenomena in experimental psychology, and many attempts have been made to realize effective spaced learning for L2 vocabulary learning. This study, by incorporating structural elaboration as corrective feedback, attempts to improve a computer program for L2 vocabulary learning based on the Low-First Method, an algorithm which was developed to realize optimal spaced learning. The present experiment revealed that although structural elaboration did not contribute to effectiveness or time-efficiency, it significantly decreased the number of errors during learning. The effects of corrective feedback were also found to interact with individual differences in learners.
21 citations
References
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TL;DR: Computer tutors based on a set of pedagogical principles derived from the ACT theory of cognition have been developed for teaching students to do proofs in geometry and to write computer programs in the language LISP.
Abstract: Cognitive psychology, artificial intelligence, and computer technology have advanced to the point where it is feasible to build computer systems that are as effective as intelligent human tutors Computer tutors based on a set of pedagogical principles derived from the ACT theory of cognition have been developed for teaching students to do proofs in geometry and to write computer programs in the language LISP
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TL;DR: The processes by which subjects write LISP functions to meet problem specifications has been modeled in a simulation program called GRAPES (Goal Restricted Production System), which simulates the top-down, depth-first flow of control exhibited by subjects and produces code very similar to subject code.
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