DataPDF Available

Vortrag GMA 2016: Mit Quiz-App KittelDuell „Leerzeiten zu Lernzeiten“ machen

Leerzeiten zu Lernzeiten“ machen
Friedrich Pawelka, Dr. Bas de Leng
Institut für Ausbildung und Studienangelegenheiten (IfAS)
Medizinische Fakultät, WWU Münster
GMA 2016 // Session: E-Learning // 16.09.2016
Faktenwissen in der
medizinischen Ausbildung
Basis für medizinische Kompetenzen
„Distributed Practice“[1][2][3]
16.09.2016 Einsatz von KittelDuell // E-Learning // GMA 2016 2
KittelDuell zur Selbstprüfung und
Wiederholung von Faktenwissen
Einsatz von KittelDuell // E-Learning // GMA 2016 3
KittelDuell zur Selbstprüfung und
Wiederholung von Faktenwissen
Einsatz von KittelDuell // E-Learning // GMA 2016 4
Implementierung in einer
Kurs „Einführung in die Biologie“
Szenario: Freischaltung von Fragen im zwei-
wöchentlichen Rhythmus
Früher: Lernmanagementsystem (LMS)
Jetzt: KittelDuell
16.09.2016 Einsatz von KittelDuell // E-Learning // GMA 2016 5
16.09.2016 Einsatz von KittelDuell // E-Learning // GMA 2016 6
Fragebogen zur kontinuierlichen
Nutzung durch Studierende
Literaturgestützt [4, 5]
3 Faktoren
10 Aussagen
16.09.2016 Einsatz von KittelDuell // E-Learning // GMA 2016 7
Vergleich der Logdaten zur
Bewertung des Nutzungsverhalten
Zeitraum 1
Zeitraum 2
Zeitraum 3
Zeitraum 4
Vergleichsgruppe 1 Wintersemester: WS13/14 (LMS) WS15/16 (KittelDuell)
Vergleichsgruppe 2 Sommersemester: SS15 (LMS) SS16 (KittelDuell)
Einsatz von KittelDuell // E-Learning // GMA 2016 8
16.09.2016 Einsatz von KittelDuell // E-Learning // GMA 2016 9
Aussagen weisen auf Tendenz zur
kontinuierlichen Nutzung hin
Likertskala:von 1 (Trifft überhaupt nicht zu) bis 5 (Trifft voll und ganz zu)
Kontinuierliche Nutzung (Continuance usage)
Ich beabsichtige, KittelDuell auch in Zukunft weiter zu nutzen 4,44 (0,84)
Leistung-Erwartung (Performance expectancy)
Die Anwendung von KittelDuell verbessert meine Effizienz beim Lernen von Fakten 3,93 (0,92)
KittelDuell erlaubt mir auf eine bequeme Art und Weise Faktenwissen zu erwerben 4,11 (0,94)
Ich finde KittelDuell nützlich für das Lernen von Fakten 4,13 (0,97)
Sozialer Einfluss (Social influence)
Personen, die mein Verhalten beeinflussen, denken, dass ich KittelDuell nutzen sollte 3,08 (1,13)
Personen, die mir wichtig sind, finden, dass ich KittelDuell nutzen sollte 3,06 (1,14)
Spaß-Empfinden (Perceived enjoyment)
Die Verwendung von KittelDuell macht mir Spaß 4,35 (0,83)
Die Verwendung von KittelDuell finde ich interessant 4,39 (0,81)
Die Durchführung eines Trainingsduells (gegen mich selbst) in KittelDuell finde ich reizvoll 4,17 (0,95)
Die Durchführung eines Duells (gegen KommilitonInnen) in KittelDuell finde ich reizvoll 3,37 (1,29)
Angabe als Mittelwert (Standardabweichung)
Einsatz von KittelDuell // E-Learning // GMA 2016 10
Logdaten zeigen insgesamt
größere Nutzung
Vergleichsgruppe 1 Wintersemester
LMS (WS13/14)
24.515 Antworten
157 Studierende
Quiz-App (WS15/16)
43.980 Antworten
154 Studierende
Mean Median Mean Median Up (1-tailed) r
Zeitraum 1 15 15 10 014455 <.005 .18
Zeitraum 2 14 015 013637 <.025 .13
Zeitraum 3 42 34 32 015370 <.0005 -.25
Zeitraum 4 85 79 230 216 5185 <.0005 .49
Vergleichsgruppe 2 Sommersemester
LMS (SS15)
22.341 Antworten
146 Studierende
Quiz-App (SS16)
44.532 Antworten
155 Studierende
Mean Median Mean Median Up (1-tailed) r
Zeitraum 1 3 0 12 09112 <.0005 .20
Zeitraum 2 16 026 010135 <.05 .10
Zeitraum 3 21 059 16 8720 <.0005 .21
Zeitraum 4 112 99 190 129 9378 <.01 .15
Einsatz von KittelDuell // E-Learning // GMA 2016 11
Es müssen weitere Szenarien erprobt und Daten
erhoben werden
Erstes Ziel erreicht:
Unterwegs einsetzbar
Spielerische Art der Wiederholung
Ermöglicht regelmäßiges Lernen
Grundlage für „Distributed Practice“
16.09.2016 Einsatz von KittelDuell // E-Learning // GMA 2016 12
(1) Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H.
(2008). Spacing effects in learning: A temporal ridgeline of
optimal retention. Psychological Science, 19, 10951102.
(2) Roediger, H. L., III, & Butler, A. C. (2011). The critical role of
retrieval practice in long-term retention. Trends in Cognitive
Sciences, 15, 20–27.
(3) Benjamin, A. S., & Tullis, J. (2010). What makes distributed
practice effective? Cognitive Psychology, 61, 228–247.
(4) Zhou, T. (2011). Understanding mobile Internet continuance
usage from the perspectives of UTAUT and flow. Information
Development, 27(3), 207-218.
(5) Hahne A.K., Krause H., Pfaff H., Herzig S. (2005).
Lerncharakteristika, Lernstrategien und Akzeptanz
computerbasierten Lernens (CBL). GMS Z Med Ausbild, 22(1):
16.09.2016 Einsatz von KittelDuell // E-Learning // GMA 2016 13

File (1)

Content uploaded by Friedrich Pawelka
Author content
ResearchGate has not been able to resolve any citations for this publication.
Full-text available
The advantages provided to memory by the distribution of multiple practice or study opportunities are among the most powerful effects in memory research. In this paper, we critically review the class of theories that presume contextual or encoding variability as the sole basis for the advantages of distributed practice, and recommend an alternative approach based on the idea that some study events remind learners of other study events. Encoding variability theory encounters serious challenges in two important phenomena that we review here: superadditivity and nonmonotonicity. The bottleneck in such theories lies in the assumption that mnemonic benefits arise from the increasing independence, rather than interdependence, of study opportunities. The reminding model accounts for many basic results in the literature on distributed practice, readily handles data that are problematic for encoding variability theories, including superadditivity and nonmonotonicity, and provides a unified theoretical framework for understanding the effects of repetition and the effects of associative relationships on memory.
Users’ continuance usage is critical to mobile service providers’ success. Drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT) and flow theory, this research identified the factors affecting mobile Internet continuance. We collected data in China and conducted data analysis with structural equation modeling. The results indicated that both factors of flow including perceived enjoyment and attention focus have strong effects on user satisfaction, which further affects continuance usage. In addition, performance expectancy, social influence and facilitating conditions also affect continuance usage. The results imply that mobile service providers need to focus on both perspectives of user performance and experience to facilitate mobile Internet continuance usage.
Learning is usually thought to occur during episodes of studying, whereas retrieval of information on testing simply serves to assess what was learned. We review research that contradicts this traditional view by demonstrating that retrieval practice is actually a powerful mnemonic enhancer, often producing large gains in long-term retention relative to repeated studying. Retrieval practice is often effective even without feedback (i.e. giving the correct answer), but feedback enhances the benefits of testing. In addition, retrieval practice promotes the acquisition of knowledge that can be flexibly retrieved and transferred to different contexts. The power of retrieval practice in consolidating memories has important implications for both the study of memory and its application to educational practice.
To achieve enduring retention, people must usually study information on multiple occasions. How does the timing of study events affect retention? Prior research has examined this issue only in a spotty fashion, usually with very short time intervals. In a study aimed at characterizing spacing effects over significant durations, more than 1,350 individuals were taught a set of facts and--after a gap of up to 3.5 months--given a review. A final test was administered at a further delay of up to 1 year. At any given test delay, an increase in the interstudy gap at first increased, and then gradually reduced, final test performance. The optimal gap increased as test delay increased. However, when measured as a proportion of test delay, the optimal gap declined from about 20 to 40% of a 1-week test delay to about 5 to 10% of a 1-year test delay. The interaction of gap and test delay implies that many educational practices are highly inefficient.