Judging the credibility of websites: an effectiveness trial of the spacing effect in the elementary classroom

• Published in: Cognitive research: principles and implications 2022-01, Vol.7 (1), p.5-5, Article 5
• Main Authors: Foot-Seymour, Vanessa, Wiseheart, Melody
• Format: Article
• Language: English
• Subjects: Behavioral Science and Psychology; Classroom; Classrooms; Cognitive ability; Cognitive Psychology; Credibility; Critical thinking; Curricula; Curriculum; Education; Elementary School Students; Evaluation; Experimental Psychology; Higher-order thinking; Humans; Instructional Effectiveness; Learning; Neurosciences; Original; Original Article; Psychology; Recall (Psychology); Spacing effect; Student retention; Students; Teachers; Teaching; Teaching Methods; Web Sites
• ISSN: 2365-7464; 2365-7464
• DOI: 10.1186/s41235-022-00358-w

Spaced learning—the spacing effect—is a cognitive phenomenon whereby memory for to-be-learned material is better when a fixed amount of study time is spread across multiple learning sessions instead of crammed into a more condensed time period. The spacing effect has been shown to be effective across a wide range of ages and learning materials, but few studies have been conducted that look at whether spacing can be effective in real-world classrooms, using real curriculum content, with real teachers leading the intervention. In the current study, lesson plans for teaching website credibility were distributed to homeroom elementary teachers with specific instructions on how to manipulate the timing of the lessons for either a one-per-day or one-per-week delivery. One month after the final lesson, students were asked to apply their knowledge on a final test, where they evaluated two new websites. Results were mixed, suggesting that classroom noise might lessen or impede researchers’ ability to find spacing effects in naturalistic settings.