Active learning increases student performance in science, engineering, and mathematics
Undergraduate students in classes with traditional stand-and-deliver lectures are 1.5 times more likely to fail than students in classes that use more stimulating, so-called active learning methods.
PNAS June 10, 2014
Optimal Video Length for Student Engagement
The optimal video length is 6 minutes or shorter — students watched most of the way through these short videos. In fact, the average engagement time of any video maxes out at 6 minutes, regardless of its length. And engagement times decrease as videos lengthen.
Listening to Narratives: An Experimental Examination of Storytelling in the Classroom
Audience members retain more information when it is presented in a narrative style and when it is presented at a normal presentation rate.
International Journal Of Listening, 28(1), 32-46.
A Meta-Analytic Examination of the Instructional Effectiveness of Computer‐Base Simulation Games
A University of Colorado Denver Business School study found those trained on video games do their jobs better, have higher skills and retain information longer than workers learning in less interactive, more passive environments.
Personnel Psychology Volume 64, Issue 2, Summer 2011, Pages 489-528
Improving fluid intelligence with training on working memory
Carefully structured training in working memory — the kind that allows memorization of a telephone number just long enough to dial it — can help improve fluid intelligence.
PNAS April 25, 2008
Integrating educational knowledge: reactivation of prior knowledge during educational learning enhances memory integration
Reactivation of prior knowledge during new learning and congruency of prior knowledge with new learning are beneficial to memory formation.
npj Science of Learningvolume 3, Article number: 11 (2018)
The learning benefits of teaching: A retrieval practice hypothesis
Teaching educational materials to others enhances the teacher's own learning of those to‐be‐taught materials, although the underlying mechanisms remain largely unknown. The learning‐by‐teaching benefit is possibly a retrieval benefit.
Applied Cognitive Psychology Volume 32, Issue 3, May/June 2018, Pages 401-410
The Effects of Overlearning and Distributed Practise on the Retention of Mathematics Knowledge
Long-term retention of mathematics knowledge was boosted by distributed practise and unaffected by overlearning.
Applied Cognitive Psychology Vol 20: 1209–1224 (2006)