Factors influencing the effectivity and usage of desirable difficulties in learning.

Autor/in	Weissgerber, Sophia Christin
Titel	Factors influencing the effectivity and usage of desirable difficulties in learning.
Quelle	Kassel: University of Kassel (2019), 303 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3); PDF als Volltext kostenfreie Datei (4) Link als defekt meldenVerfügbarkeit
Beigaben	Diagramme
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
DOI	10.17170/kobra-20200110910
URN	urn:nbn:de:101:1-2020020311591279718595
Schlagwörter	Empirische Forschung; Metaanalyse; Einstellung (Psy); Gedächtnis; Kognition; Metakognition; Persönlichkeitsmerkmal; Schüler; Lernerfolg; Lernbedingungen; Lernen; Lernumgebung; Unterrichtsmaterial; Forschungsstand; Effektivität; Einflussfaktor; Leistungsmessung; Literaturbericht; Schwierigkeit; Student
Abstract	What circumstantial factors or personality factors influence the effectivity of desirable difficulties, and correspondingly, the attitudes to and the usage of these? The autonomous use of desirable difficulties in personal learning is a particularly important but surprisingly underexplored facet, even though a necessary precondition for the effectivity of any learning method is tied to learners' implementation and degree of use. Evidence-based knowledge about the effectivity of desirable difficulties and students' preferences, as well as spontaneous usage thereof, has implications for well-grounded recommendations on how to improve student learning. To illuminate effectivity and usage aspects, the dissertation is divided into two parts: first, the synopsis and second, my published or submitted empirical research papers (Appendix A to F). The synopsis will provide a frame into which the findings of my attached papers are embedded and to relate my work to the existing literature. The synopsis covers externally regulated (laboratory and classroom) and self-regulated learning and starts with a brief introduction of the concept of desirable difficulties and a literature review of selected papers on disfluency, interleaving and spacing, as well as testing and generation. The literature review focuses on effectivity criteria with practical relevance for realistic learning and teaching contexts: In particular, I consider learning conditions, learning materials, student characteristics, and learning outcomes. The literature review does not consider methodological effectivity factors, for example, design characteristics like within or between subject manipulations. Since the focus is on practical aspects, theoretical aspects are only briefly addressed in the synopsis, but more in-depth in the published or submitted papers. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/1