Uncertainty`s effect on test-enhanced learning
Sammanfattning: The purpose of this bachelor thesis was to evaluate the impact of uncertainty on test-enhanced learning. A within-groups experiment was designed to compare uncertainty under three study and retrieval conditions carried out in a single session; study-restudy-restudy, study-test-test with feedback and study-test-test without feedback. In this first session, 105 Swedish-Swahili word-pairs were presented to each participant. Participants then made judgments of learning on the word pairs. Subsequently, participants either re-studied the word-pair, were tested on the pair via cued recall and given feedback or tested without feedback. Participants were then tested in cued recall tests on the word pairs two hours and one week after the learning session, respectively. Ten participants were tested during three sessions which were administered on a web-based platform. The result indicate that no test-effect was found, and participants scored highest in the restudy condition at the cued recall tests. Judgment of learning score was a significant predictor of final cued recall scores on the final test.
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