Recall Of Content Research Articles

Enhancing Student Learning with Flipped Teaching and Retrieval Practice Integration.

Flipped teaching (FT) is an instructional approach centered around students, displacing traditional lectures from the classroom to make room for active learning. Retrieval practice can enhance content recall. This study investigated the effectiveness of lecture-style teaching (TT), FT, and a combination of retrieval practice with FT (FTR) in a physiology course over four consecutive semesters. Student performance in the FT (92.78p±3.93) and FTR (92.98p±3.73) methods surpassed that of the TT method (89.28p±4.67); p<0.01), with a notable correlation between science grade point averages and the instructional methods employed (p<0.01). Analysis of the impact of teaching methods on different segments of the class revealed higher scores for both upper and lower halves in the FT (95.78p±1.85 Upper; 89.52p±2.79 Lower) and FTR (95.95p±1.48 Upper; 89.89p±2.68 Lower) compared to the TT group (92.44p±1.76 Upper; 85.85p±4.43 Lower; p<0.0001). The gender-based evaluation indicated similar performance between male and female students across the teaching methods tested. Although survey data suggested a preference for TT (100%) over FT (58%) or FTR (85%), student performance contradicted this preference. These findings underscore the effectiveness of FT and FTR methods compared to traditional instructional modalities, with male and female students responding similarly to the teaching approaches. Despite student preferences favoring TT, actual performance indicates that FT and FTR methods enhance student learning outcomes.

BhashaBlend: Enabling Multilingual understanding of videos through NLP for Deaf and Hearing Impaired users

BhashaBlend: Enabling Multilingual understanding of videos through NLP for Deaf and Hearing Impaired users

Substitution of a Traditional Face-to-Face Workshop With Virtual Escape Room in Higher Education: A Cost-Effectiveness Analysis.

Online education games are gaining ground in health profession education, yet there is limited literature on its costs. This study is an economic evaluation of the substitution of a face-to-face (F2F) workshop with an online escape room game teaching the same content. A traditional F2F workshop on hepatitis management was conducted with 364 students in 2021 and was compared with a virtual self-run escape room game called Hepatitiscape™, which was used by 417 students in 2022. The outcomes were final examination and objective structured clinical examination (OSCE) scores for hepatitis stations. An incremental cost-effectiveness ratio was used to compare costs and outcomes. Student perceptions of the delivery of Hepatitiscape™ were also captured using an online questionnaire. Delivering the hepatitis case workshop via Hepatitiscape™ yielded an additional 4.77% increase in the final examination score and a 21.04% increase in the OSCE score at an additional cost of AUD $4212 in the first year compared with F2F delivery. This equated to an incremental cost-effectiveness ratio of AUD 883 per additional score of final examination and AUD 200 per additional score of OSCE for hepatitis stations. Hepatitiscape™ became cost saving from the second year onward. Student perception data revealed their recall of content was higher owing to the iterative design of the gaming elements. Hepatitiscape™ is likely to be a cost-effective strategy to deliver workshops that are routinely delivered F2F to test knowledge-based constructs. In addition, virtual gaming has a logistical advantage over F2F delivery in that it enhances student participation from remote locations and allows for better control and flexibility of content delivery with increasing or decreasing cohort sizes, and can have potential long-term sustainable savings.

“I wonder, what if, let’s try”: Sesame Street’s playful learning curriculum impacts children’s problem solving

ABSTRACT To investigate whether educational television can enhance problem-solving process skills among preschool children, 116 three- to five-year-olds watched 12 episodes of Sesame Street – either engineering-based “playful problem solving” episodes, or episodes about social-emotional learning. Assessments were conducted on three levels: comprehension and delayed recall of educational content, parental observations of learning, and transfer of learning. Results indicated that 48–65% of children recalled problem-solving content after a 1–2 week delay, and 98% of parents reported examples of children’s real-life learning. Repeat viewing of playful problem solving episodes significantly predicted pretest-posttest gains in hands-on transfer tasks, with increases in both the variety of problem-solving heuristics used and the efficiency of children’s process. There were no significant effects on children’s solutions, suggesting children modeled process skills and did not simply learn right answers. Thus, data support Sesame Street’s educational impact on process skills, and demonstrate benefits of playful learning that can be obtained by viewing televised models.

Learning From Online Instructional Videos Considering Video Presentation Modes, Technological Comfort, and Students Characteristics

Although much is known about the importance of video-based instruction for learning STEM online, how the instructor is presented in the video and how this impacts student reactions and learning remains largely under-explored, especially considering students’ backgrounds. Thus, we examined the relations between students’ backgrounds – specifically, comfort with technology and gender – and video presentation mode on learning from instructional STEM videos presented online. Using a mixed method design across two studies, we measured students’ accurate recall of STEM content, enjoyment, and attitude. Study 1 (n = 70) examined content from a computer programming course, and Study 2 (n = 60) replicated and expanded the first with content from a statistics course, and with additional videos and additional outcome measures. Results indicated that students’ comfort with technology was associated with learning outcomes, gender was sometimes associated with attitudes, but presentation mode did not impact outcomes. These studies have implications for course design, understanding and supporting student learning online, and future research.

Effects of time compressed speech and background noise on memory recall

Listeners demonstrate remarkable flexibility in processing speech under varying conditions, rapidly adapting to acoustically distorted signals like time-compressed speech or speech in noise. Existing research has explored the immediate effects of time-compression and background noise on speech intelligibility, but the impact of these distortions on long-term memory recall for speech content is less well understood. With the growing use of online education platforms where listeners often prefer to use accelerated playback, understanding the effects of time-compression and noise on long-term memory from speech is crucial. Here, we investigated how speech distortions from time-compression influence explicit memory, and how this interacts with background noise. Participants (N = 35) each listened to six recorded lectures at varying time-compression rates (1.0x, 1.5x, 2.0x) and background noise levels (quiet versus babble noise at + 10 dB SNR). After each lecture, participants answered 10 multiple-choice questions probing explicit content recall. Listeners exhibited a significant decline in content recall with increased time compression, while background noise during the lecture did not impact listeners’ content recall. Our findings demonstrate that time-compressed speech negatively affects long-term memory recall, which may arise from the additional cognitive demands necessary to process time-compressed speech, even after perceptual adaptation.

Spanish Vs. English Language Media Consumption and Latino Political Trust and Efficacy

ABSTRACT Do Latinos who consume more Spanish language media relative to English language media express greater political trust and efficacy? While research produces increasing evidence that variations in English language media content shape core democratic attitudes like political trust, and that Spanish language media shapes acculturation and issue attitudes among Latinos, research has not explored whether broader linguistic media environments shape attitudes fundamental to democracy. Given revolutionary changes the English language media environment, and stark contrasts between English and Spanish language media environments in terms of fragmentation, ideological and partisan news reporting, narratives portraying Latinos as a “threat,” and Latino-oriented and affirming content, relative consumption of Spanish or English language news may come with important implications. Bilingual Latinos who consume varying mixtures of media from these environments offer a unique population for exploring these relationships. Building off studies relating patterns of Latino acculturation and Spanish language media to a variety of attitudinal effects, we explore the relationship between linguistic media consumption and political trust and efficacy using three unique datasets: the 2008 CMPS, 2016 CMPS, and our own survey conducted in 2021. We then leverage unique variables in the 2016 CMPS to explore whether Latino trust and efficacy relate directly to relative consumption of Spanish language media or indirectly to Spanish language media through recall of Latino-oriented content and induced emotional reactions.

Children’s Narrative Retells: The Influence of Character Realism and Storybook Theme on Central and Peripheral Detail

ABSTRACT Research Findings: Anthropomorphized animal characters have been associated with negative influences on educational outcomes for young children, for example story comprehension and prosocial learning from moral tales. In this study we investigate how character realism and moral theme influence young children’s recall of the story content. Retells were examined for length, syntactic complexity, and centrality as indices of memory and understanding. Participants were 171 children (age 3–7 years) from 6 rural schools in the Northwest of England. We found no significant influence of story character on the measures under test. Retells with a prosocial sharing theme had higher syntactic complexity and greater centrality than those with a busy theme. Practice or Policy: The results suggest that animal characters are not necessarily an impediment to coherent representations of stories. The central message from a prosocial themed story appeared to be more strongly retained than that of a closely matched story with no prosocial lesson. This suggests story theme to be a potential influence that should be considered when testing children’s narrative comprehension.

Exploring Miao culture: The differential effect of traditional 2D and immersive 360° documentary formats on viewer learning

This study explores the comparative effects of traditional 2D and immersive 360° documentary formats on educational outcomes and knowledge retention broadly on ethnic minority culture, represented by the Miao culture, one of the most representative in the country. As digital platforms dominate cultural education, understanding how advancements in storytelling, particularly immersive media, impact learning is crucial. Using visual materials capturing Miao villages, folk dances, and crafts as a case study, the study produced documentaries in both formats. Eighty-four participants engaged with these documentaries, providing data on knowledge retention and viewer engagement. Participants viewing the 360° format reported higher self-assessed content recall compared to those viewing 2D documentaries. However, this perceived enhancement did not align with actual performance in quizzes, indicating a significant difference between perceived and actual knowledge retention. Findings suggest that while 360° documentaries may enhance viewer engagement in cultural contexts, they do not necessarily improve memory retention over traditional 2D formats. The findings challenge prevailing assumptions about the educational advantage of immersive 360° technology and emphasise the importance of a critical re-evaluation of these technological innovations in the context of digital heritage education.

Mind mapping in recalling and retrieving core contents in anesthesia technology students

BACKGROUND: Human memory represents the ability to recall and retrieve information. Learning methods have a great impact on remembering and retrieving material. This study was conducted to investigate the effect of the mind map learning method on the amount of recall and retrieval of the core contents of anesthesia technology students. MATERIALS AND METHODS: In this quasi-experimental study, 55 undergraduate students of anesthesia technology were included in the study by census method. In both groups, teaching was done in the same way (lecture method) by a single professor. The intervention group was randomly divided into six groups. After training to work with a mind map in this group, the teaching of lessons started with the lecture method, and then the mind map was drawn by the group members. In the control group, the students followed the lecture method and note-taking. Finally, three tests were taken. Test 1 (before the start of the training), test 2 (immediately after the training (scheduled test)), and test 3 (after 2 weeks (surprise test)). RESULTS: The data obtained from the test scores were analyzed by paired t-test, independent t-test, and analysis of covariance. The analysis showed that the mind map method significantly improved the short-term (P &lt; 0.001) and long-term memory of anesthesia technology students (P &lt; 0.001) compared to the traditional method. Examining the effect of gender on long-term memory showed that in the intervention group, female samples had an average score of 1 more than male samples (P = 0.044). DISCUSSION: It seems that mind mapping improves short-term and long-term memory in anesthesia technology students who play a critical role in saving the lives of patients and this issue improves the quality of services in the field of health.

Young Children’s Science Learning from Narrative Books: The Role of Text Cohesion and Caregivers’ Extratextual Talk

ABSTRACT One way to support young children’s factual learning is through shared book reading (reading books with a knowledgeable other). Many books that teach factual content are narrative in structure, in which factual content is embedded within a fictional storyline. However, there are gaps in our understanding of factors influencing children’s factual learning from narrative books. In this experiment, 38 caregivers and their 4- to 5-year-old children from the Southeastern United States participated. Each caregiver read to their child two narrative books on science concepts. The books varied in their levels of cohesion (e.g. drawing connections between textual elements and providing details and comparisons). We coded caregivers’ extratextual talk while reading for the extent to which it emphasized science information (informational highlighted talk) or went beyond the text to provide further related information (informational elaborative talk). Children’s recall of the books’ science and story content was tested in free and probed recall formats. We found that children had higher recall of the story content, even though caregivers emphasized the science content through their highlighted extratextual talk. Caregivers used more elaborative extratextual talk with the low cohesion book, perhaps as compensation for the book’s lack of cohesion. However, children’s recall of the science content was most strongly predicted by the books’ cohesion and caregivers’ highlighted extratextual talk. These results emphasize the important role that books’ textual features and caregivers’ extratextual talk during book reading have on young children’s factual learning from narrative books.

A comparison of flipped learning with traditional learning (face-to-face) in large calculus courses: The effects on students’ achievement and cognitive engagement

This research paper investigates the effectiveness of combined flipped classroom (FC) with a plethora of &lt;b&gt;P&lt;/b&gt;rep materials, small-group &lt;b&gt;C&lt;/b&gt;ollaboration, student &lt;b&gt;P&lt;/b&gt;resentations, &lt;i&gt;TopHat &lt;/i&gt;&lt;b&gt;C&lt;/b&gt;lickers, and &lt;b&gt;E&lt;/b&gt;ngaged labs (PCPCE) on students’ achievement and cognitive engagement from the students’ perceptions. Although FC format is not new, we use a different implementation of an FC (FC-PCPCE) in a calculus class. Educational and edutainment elements were investigated through a questionnaire that assessed learning gain, relatedness, challenges, learner-related factors, and self-reflection in terms of mathematics ability and perceived interest in the subject. We analyze both qualitative and quantitative survey responses from 354 first-year students participating in calculus classes at a large Canadian public university. We compare the perceptions of FC-PCPCE students to those of students in a traditional (i.e., non-flipped) classroom. The survey analysis shows that even with many students enjoying the implementation of FC-PCPCE format, students in the traditional classroom reported higher levels of satisfaction, interest, belonging, content recall, and experienced fewer academic challenges such as procrastination. The results of this study will aid educators in designing courses that benefit students and guide researchers who wish to pursue further studies on this topic.

Effects of pictorial warning labels depicting lesser-known and well-known risks of smoking on viewing patterns, recall, and knowledge of smoking harms

BackgroundIn 2019, the Food and Drug Administration introduced 11 pictorial warning labels (PWLs) for inclusion on cigarette packages, created in compliance with court recommendations and tailored to increase knowledge of smoking harms. Several highlighted lesser-known risks of smoking. No behavioral studies have yet evaluated how risk content in PWLs impacts viewing patterns, recall, and knowledge of smoking harms. MethodsSeventy adults who reported smoking cigarettes daily (62.9% male, 57.1% African American, mean age = 50.3, mean cigarettes per day = 14.4) completed a single-session laboratory study. They were randomized to view a set of four PWLs depicting either lesser-known or well-known risks of smoking while having eye movements recorded, then completed post-exposure recall and knowledge measures. ResultsParticipants exposed to PWLs depicting lesser-known smoking risks viewed the text of the warning sooner and for longer than the image (p’s <0.05); those exposed to PWLs depicting well-known risks viewed the image longer than text (p <0.001). PWL condition did not affect recall of text or image (p’s >0.1). Those viewing lesser-known (vs. well-known) risks had greater knowledge of smoking causing lesser-known risks of bladder cancer, blindness, bloody urine, cataracts, diabetes, and head and neck cancer (p’s <0.001). ConclusionsIndividuals viewing PWLs depicting lesser-known (vs. well-known) smoking risks visually engaged with the PWL text more than image, had similarly high recall of PWL content, and had greater knowledge of lesser-known risks of smoking. Findings suggest including lesser-known risk information on PWLs improves overall knowledge of smoking health risks.

Odor exposure and recall of a virtual reality crime scene: A preliminary study

Environmental context reinstatement has a particular value for recall of information in forensic interviews. Since odors are valuable memory cues and can act as memory triggers, in our preliminary study we explored whether odor exposure can help people recall details of a crime scene. The study comprised 58 women and 15 men aged 22–35 who immersed in a carefully controlled environment closely resembling an actual crime setting, i.e., a virtual reality crime. Participants were exposed to an odor at encoding, recall, both or neither of these instances, yielding a total of 4 experimental groups that further completed a memory recall task. The crime scene content recall was tested in a free recall and a forced-response test immediately after seeing the crime scene and one month later. We found no significant effects of odor exposure on the free or the cued recall of the crime scene. The memory scores correlated neither with the self-assessed olfactory/visual sensitivity of the subjects, nor with the perceived odor pleasantness. These preliminary findings suggest that introduction of a vanilla odor while encoding and recalling a crime scene does not aid witness recall accuracy.

Cross-Course Harmonized Assignments in Neuroscience.

Neuroscience is inherently interdisciplinary. This interdisciplinarity can be lost due to the self-contained nature of each course in most undergraduate neuroscience programs, leaving students to draw these cross-course relationships on their own. We sought to address this by using short, creative research assignments on a topic of the student's choice ("Deep Dive" assignments) that provided students with the opportunity to explore common applications across two concurrently run core neuroscience courses housed in different departments. We tested whether unifying the available Deep Dive topics across the two courses improved student outcomes. Specifically, students were asked to select a topic of interest from a shortlist shared in the two courses. Our results show that harmonized, concurrent creative assignments across dissimilar neuroscience courses improved outcomes related to student interest in material, confidence in creative problem solving, content recall for the other course, and applicability to real life. To our surprise, there was no added benefit to be in the same topic for both courses. Instead, the addition of harmonized Deep Dive assignments themselves, even if assigned on different topics across the two courses, drove the outcome improvement.

The effects of using photos in Arabic news websites on the audience’s comprehension and recall: A pilot research

This interdisciplinary research aims to examine the effects of photos used in Arabic news websites on both comprehension and recall among readers. The dual-coding theory was used as a theoretical framework. The research used an experimental design of two groups to test the effects of photos on comprehension and recall of the news content included in two news websites created specifically for the experiment. Two groups of 80 university students have participated voluntarily in the experiment. The results indicated that the use of photos in the news website has increased significantly the levels of both comprehension and recall among respondents.

“We're going on a virtual trip!”: a switching-replications experiment of 360-degree videos as a physical field trip alternative in primary education

Field trips are steadily declining due to limited funding, time constraints, safety concerns, and other logistical issues. Many schools are resorting to a virtual field trip (VFT), especially when education is disrupted due to public health concerns, natural disasters, or other unforeseen significant events. Virtual reality as a common form of VFT is likely not an option for many schools due to cost and other barriers. The purpose of our study was to explore the potential of going in a VFT using 360-degree (360°) videos as an alternative to a physical field trip in primary education. We recruited third-grade pupils (aged 8–9) from two private elementary schools to experience VFTs using 360° videos (360V) and regular videos (REGV). Using a switching-replications experimental design, we compared their content recall (assessment tests) and VFT experience (attitude, perceived usefulness, involvement, inquiry, video engagement, and virtual guide) across four-time points. Our results show that the increase in content recall scores of 360V groups after VFTs was consistently higher compared to REGV groups at all time points, although it was only significant in one quarter. We also found pupils’ video engagement, involvement, and attitude as significant factors in their VFT experience. These results call attention to a possible implementation of VFTs and continue the long-standing tradition that has been acknowledged as a student-centered, interactive instructional method.

Strategic Pauses Relieve Listeners from the Effort of Listening to Fast Speech: Data Limited and Resource Limited Processes in Narrative Recall by Adult Users of Cochlear Implants.

Speech that has been artificially accelerated through time compression produces a notable deficit in recall of the speech content. This is especially so for adults with cochlear implants (CI). At the perceptual level, this deficit may be due to the sharply degraded CI signal, combined with the reduced richness of compressed speech. At the cognitive level, the rapidity of time-compressed speech can deprive the listener of the ordinarily available processing time present when speech is delivered at a normal speech rate. Two experiments are reported. Experiment 1 was conducted with 27 normal-hearing young adults as a proof-of-concept demonstration that restoring lost processing time by inserting silent pauses at linguistically salient points within a time-compressed narrative ("time-restoration") returns recall accuracy to a level approximating that for a normal speech rate. Noise vocoder conditions with 10 and 6 channels reduced the effectiveness of time-restoration. Pupil dilation indicated that additional effort was expended by participants while attempting to process the time-compressed narratives, with the effortful demand on resources reduced with time restoration. In Experiment 2, 15 adult CI users tested with the same (unvocoded) materials showed a similar pattern of behavioral and pupillary responses, but with the notable exception that meaningful recovery of recall accuracy with time-restoration was limited to a subgroup of CI users identified by better working memory spans, and better word and sentence recognition scores. Results are discussed in terms of sensory-cognitive interactions in data-limited and resource-limited processes among adult users of cochlear implants.

Being there to Learn: Narrative Style and Cross-platform Comparison for 360-degree Educational Videos

360-degree videos hold great potential as learning tools that can provide a sense of presence with instructors. However, much remains to be explored about how these videos should be designed. Across three within-subjects studies, we compared the effects of two different narrative styles, monologue and dialogue, on learning experiences in 360-degree videos filmed in an apple orchard. Study 1 presented the 360-degree videos using virtual reality (VR) with head-mounted displays. Study 2 presented the same content in web-based VR using computer screens. Replicating Study 2, Study 3 further examined users' interaction with the video content using on-screen mouse tracking. Across all three studies, participants preferred a monologue format, and also reported higher physical and social presence in this format. Furthermore, greater physical presence correlated with improved recall of informative content. This suggests that many of the benefits of 360-degree videos can be enjoyed even by students and teachers without access to VR headsets, providing more inclusive and accessible learning opportunities.

Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing

There is research showing benefits to both collaboration and note-taking, but a lack of research into how they may both work together in an online context. More specifically, there is a gap in the research looking at how collaborative note-taking and individual note-taking can be compared when considering the quality of the notes taken, and how note-quality can impact student performance. The present study looks at the online note-taking behavior and performance of 186 graduate students studying at a Korean university. The results indicate that students who collaborate perform better than individual note-takers on measures of recall of course content, but that individual note-takers perform better on tasks focused on academic writing. Furthermore, the findings suggest that note-quality has no effect on collaborative note-takers' recall of course content, and a slight negative impact on their writing, while individual note-takers benefit from higher quality notes for both recall and writing.