NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1126952
Record Type: Journal
Publication Date: 2015
Pages: 27
Abstractor: As Provided
ISSN: EISSN-1929-7750
Distributed Revisiting: An Analytic for Retention of Coherent Science Learning
Svihla, Vanessa; Wester, Michael J.; Linn, Marcia C.
Journal of Learning Analytics, v2 n2 p75-101 2015
Designing learning experiences that support the development of coherent understanding of complex scientific phenomena is challenging. We sought to identify analytics that can also guide such designs to support retention of coherent understanding. Based on prior research that distributing study of material over time supports retention, we explored revisiting previously studied material as an analytic. We tested ways to operationalize revisiting: as a general propensity to revisit previously studied material; as a propensity to revisit specific curricular steps; as a general propensity to distribute study by revisiting previously studied material on different days; and as a propensity to distribute study by revisiting specific steps on different days. The specific steps identified as central to the learning design included a static illustration and a dynamic visualization. We modelled revisiting in a sample of 664 students taught by seven different teachers using a Web-based Inquiry Science Environment unit. Analysis of log files and regression modelling revealed that a general propensity to revisit did not predict retention. Revisiting the dynamic visualization better supported retention than revisiting static material, but only for distributed revisiting. Our findings suggest that revisiting can be a useful analytic when aligned with the framework guiding learning design.
Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 0822388