Xiaolu Xiong, Joseph E. Beck
The present study was designed to help answer several questions regarding the impact of spacing and expanding retrieval practice on mathematics skills. For this study, we set up four different interval schedules (1 day; 4 days; 7 days; 14 days) in an ITS environment, and examined the impact on retention performance by comparing results across groups. There were significant performance differences on different groups of students, and all fours groups of students showed small declines in the retention performance with longer intervals. Furthermore, we examined students with high-, medium-, and low-knowledge of skills, and found a strong effect on retention performance with the basis of initial performance on skills. In addition, students with weaker knowledge showed a much more rapid forgetting than students with higher knowledge. These results suggest retention intervals should probably not be fixed, but should vary based on the student’s knowledge of the skill.
The final publication is available at Springer via https://doi.org/10.1007/978-3-319-07221-0_63.