Spacing in a simulated undergraduate classroom: Long-term benefits for factual and higher-level learning

Kapler, Irina V.; Weston, Tina; Wiseheart, Melody

doi:10.1016/j.learninstruc.2014.11.001

Cited by 102Memory Processes and InfluencesVisual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Spacing in a simulated undergraduate classroom: Long-term benefits for factual and higher-level learning

Kapler, Irina V., Weston, Tina, Wiseheart, Melody·2015·Learning and Instruction

DOI 10.1016/j.learninstruc.2014.11.001

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Only a few studies on distributed practice have adopted learning contents based on actual curricula.
“Only a few studies on distributed practice, however, have adopted learning contents based on actual curricula (e.g., Kang, 2016;Kapler, Weston, & Wiseheart, 2015)”
From Distributing mathematical practice of third and seventh graders:<scp>A</scp>pplicability of the spacing effect in the classroom (2019) · cites this paper as Kapler, Weston, & Wiseheart, 2015
Despite growing interest in examining distributed practice effects on mathematical learning or in authentic educational settings, both aims have rarely been combined.
“Despite the growing interest in examining distributed practice effects on mathematical learning (Rohrer & Taylor, 2006, 2007), or distributed practice in authentic educational settings (Goossens et al., 2016;Kapler et al., 2015), both aims have rarely been combined.”
From Distributing mathematical practice of third and seventh graders:<scp>A</scp>pplicability of the spacing effect in the classroom (2019) · cites this paper as Kapler et al., 2015

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Authors: Kapler, I. V., Weston, T., & Wiseheart, M.
Affiliations: York University (CA)
Corresponding author: Kapler, Irina V.
ORCID: Wiseheart, Melody
Venue: Learning and Instruction
Publisher: Elsevier BV
Published: 2015-04
Volume: 36
Pages: 38-45
ISSN: 0959-4752 (ISSN-L)
DOI: 10.1016/j.learninstruc.2014.11.001
OpenAlex: W1982013428
Cited by: 101
References: 71
Citations by year: 2026: 6 · 2025: 6 · 2024: 8 · 2023: 8 · 2022: 14 · 2021: 12 · 2020: 8 · 2019: 17 · 2018: 7 · 2017: 10 · 2016: 3 · 2015: 2
FWCI: 2.56
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Learning and Instruction (publishedVersion)
Funders: York University Faculty Association
York University Faculty of Health
Topics: Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords: spacing effect, undergraduate students, factual knowledge, higher-order learning, application questions, long-term retention, natural sciences curriculum

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