Learning rates and known-to-unknown flash-card ratios: Comparing effectiveness while holding instructional time constant

Authors


  • This study was completed with support from the Korn Learning, Assessments, and Social Skills (KLASS) Center at the University of Tennessee.

Abstract

Using alternating treatments designs, we compared learning rates across 2 computer-based flash-card interventions (3 min each): a traditional drill intervention with 15 unknown words and an interspersal intervention with 12 known words and 3 unknown words. Each student acquired more words under the traditional drill intervention. Discussion focuses on the need to account for instructional time when learning procedures are evaluated and compared.

Ancillary