Measuring the Learning Success in Spaced-Repetition-Based Mobile Learning-Games: Suitable Techniques and Hurdles
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Authors
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Nov 04, 2019 in New Orleans, Louisiana, United States ISBN 978-1-939797-45-2
Abstract
Measuring and evaluating learning outcomes is traditionally done through tests or exams, which can only represent a snapshot in time. Moreover, the results of these methods are often diluted through learning strategies by the learners that are usually result-driven and therefore do frequently represent only the knowledge that was put into the short-term memory of the learners in the hours before the test. While long-term learning success is not only hard to measure but also a matter of expectations, there are ways to visualize it by collecting proper data and defining success as an improvement of knowledge retention. This paper analyzes suitable techniques for measuring long-term learning success for knowledge facilitated through spaced-repetition based mobile learning games and also deals with the hurdles that are to be tackled.
Citation
Schimanke, F. & Mertens, R. (2019). Measuring the Learning Success in Spaced-Repetition-Based Mobile Learning-Games: Suitable Techniques and Hurdles. In S. Carliner (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 528-537). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/p/211122.
© 2019 AACE