All in Learning Scientists Posts
When students find out that they’re wrong about something, how often does that sink in? How often do we learn from our mistakes? While this is a complex question, today I’m going to share a hot-off-the-presses study with you that looked at one aspect of this issue.
When we talk about effective, evidence-based learning strategies, we often note how hard these strategies can feel. This is not a bad thing in itself—challenges can be really good! However, what can be problematic for individual learners is that the difficulty is often misconstrued as “not learning as much,” …
Cognitive Load Theory is an influential theory from educational psychology that describes how various factors affect our ability to use our working memory resources. We’ve done a digest about cognitive load theory here and talked about it here and here, but haven’t provided an overview of the theory so I want to give an overview here.
Students develop preferred approaches to studying when preparing for exams. However, many techniques they rely on are likely to be less effective (e.g., cramming, rereading) than techniques that research has identified as more durable and effective (e.g., spaced practice, retrieval practice). The question is how students can be taught and convinced to use more effective strategies…
In this study, researchers were examining the degree to which objects in a room could impact a feeling of belonging, another important factor for learning. In particular, researchers looked at the impact that stereotypical objects in a computer science classroom have on young women’s feeling of belonging.
While there is clear evidence for the benefits of using retrieval practice as a learning strategy (1), we also know that students may not necessarily chose to use retrieval practice when studying on their own (2). A very recent experiment (3) investigated study choices in university students…
