Implementing Distributed Practice in Statistics Courses: Benefits for Retention and Transfer
Mirjam Ebersbach, Katharina Barzagar Nazari
Abstract
The present study investigated the effect of distributed versus crammed practice before a course deadline on the retention and transfer of knowledge, and whether learner characteristics moderate the effect. In Experiment 1, only 41% (N = 38) of the initially enrolled students worked the voluntary but recommended practice tasks. Moreover, markedly fewer students did so in the distributed condition (12%) than the crammed practice condition (29%). In Experiment 2, working the practice tasks was mandatory and more students completed them (N = 105, i.e., 81%). Students who distributed practice clearly outperformed students who crammed practice on tests of knowledge retention and transfer five weeks after the practice deadline. No moderating effects of learner characteristics emerged. The study shows that distributed practice following knowledge acquisition is a powerful learning tool for fostering long-term retention and transfer with adults in authentic educational contexts.