Educational Psychology Review

, Volume 26, Issue 2, pp 331–340

Integrating Cognitive Science and Technology Improves Learning in a STEM Classroom

Authors

    • Department of Psychology & NeuroscienceDuke University
  • Elizabeth J. Marsh
    • Department of Psychology & NeuroscienceDuke University
  • J. P. Slavinsky
    • Department of Electrical and Computer EngineeringRice University
  • Richard G. Baraniuk
    • Department of Electrical and Computer EngineeringRice University
Research into Practice

DOI: 10.1007/s10648-014-9256-4

Cite this article as:
Butler, A.C., Marsh, E.J., Slavinsky, J.P. et al. Educ Psychol Rev (2014) 26: 331. doi:10.1007/s10648-014-9256-4

Abstract

The most effective educational interventions often face significant barriers to widespread implementation because they are highly specific, resource intense, and/or comprehensive. We argue for an alternative approach to improving education: leveraging technology and cognitive science to develop interventions that generalize, scale, and can be easily implemented within any curriculum. In a classroom experiment, we investigated whether three simple, but powerful principles from cognitive science could be combined to improve learning. Although implementation of these principles only required a few small changes to standard practice in a college engineering course, it significantly increased student performance on exams. Our findings highlight the potential for developing inexpensive, yet effective educational interventions that can be implemented worldwide.

Keywords

Education Technology Retrieval practice Spacing Feedback Transfer of learning

Copyright information

© Springer Science+Business Media New York 2014