Pedagogical Tools for Enhancing Memory Consolidation of Conceptual Learning in Class for Young Adults

Background and Aim: Behavioral and imaging studies show that breaks during repetition learning (spaced learning) improved learning processes by enhancing the consolidation of long-term memory. These findings were especially evident with the learning of words or pictures presented in a list and with arithmetic skills. The implications of spaced learning in natural environments are still unclear. The aim of our study was to investigate the comparative influence of spaced vs. massive learning on the capacity of young adults (education students) to conceptualize science material.

Methods: For this purpose, students were taught in two groups: a control group taught two lessons via massive learning and a research group taught the same material in one spaced learning lesson. We examined the students’ capabilities in two tests which included recognition and recall questions.

Results and Discussion: Our study revealed several findings: 1) No significant difference was found between the groups in recall and recognition responses (F(4, 32)=2.07, p0.05). This finding indicates the benefits of time duration in teaching using spaced, as opposed to massive, learning (spaced learning makes more efficient use of time); 2) Spaced learning was significantly more beneficial for recalling conceptual knowledge than massive learning for students with average and above average learning abilities (F(4, 16)=3.24*, p0.05). This novel study is part of a major research program about introducing neuroscience knowledge into education. These findings have operative implications which require further discussion.