Effects of Students’ Feedback Operation on Memory Retention of Learned Contents of Various Types of Knowledge

ID: 23051 Type: Poster/Demo
  1. Erina Gyoba and Taira Nakajima, Graduate School of Educational Informatics, Tohoku University, Japan

Wednesday, July 2 6:45 PM-8:15 PM Location: Main Prechtlsaal

No presider for this session.

Abstract: It is well known that the difference in the types of knowledge should be appropriately considered in order to promote effective learning. Using a feedback system equipped with a remote clicker, this study aims to investigate the effects of students’ simple feedback operation on memory retention for the two major types of knowledge: declarative and procedural knowledge. The results confirmed that the system—which allows students to submit “interesting” evaluation feedback with a simple click operation—could enhance learning without any adverse effect, particularly in the case of declarative knowledge. Thus, the present study confirmed the availability of the feedback system with the simple click operation in a wide range of applications, not only for educational classes but also for communicative situations that require the audience’s attention and memory retention for learning various types of knowledge.


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