Teach students to study using quizzes, study behavior visualization, and reflection: a case study in an introduction to programming course
Date
2024-01-15
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Abstract
Due to a long history of using rote memorization and rereading as the primary means to study, students are coming to the University with misconceptions about study strategies that are beneficial for their performance and long-term learning. Techniques such as spaced retrieval practice, interleaving, and metacognition are proven by cognitive and educational researchers as strategies that greatly improve learning. They focus on helping students to own responsibility for their learning and retention of information. Considering their benefits, quizzes were re-branded to be formative low-stakes retrieval practice activities (RPAs) in an Introduction to Programming Course (CS1), meaning that students would use the quizzes as learning tools, testing themselves in a spaced and interleaved manner as many times as they want during the semester. Additionally, the U-Behavior learning and teaching method was used. This method applies visualizations of student's study habits and self-reflections to help students to be aware of their study practices, reflect on them, and change their study routine to improve performance and long-term learning. Study behaviors were analyzed and the final Canvas exam, final coding exam, and final course grades were compared for students who spaced and interleaved their practice with students who did not. Results showed a statistically significant increase in all grades evaluated for students who practiced using this novel combination of spacing and interleaving integrated with U-Behavior visualizations and RPA reflection activities for learning.
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study behavior visualizations
spaced practice
interleaving
CS1