Speaker
Rachel Hartley
Description
This study investigated the impact of a single video lesson with a spaced learning inputs and timed distraction breaks on students learning of a novel physics topic: atomic structure and nuclear decay. Among 336 students aged 14-16, those receiving SL video lessons alone showed comparable results to traditional teaching in separate science physics. However, using SL in addition to traditional teaching produced 50-90% higher learning gains. For combined science students, SL plus traditional teaching led to 60% greater gains than controls. Results indicate that one hour of SL significantly boosts traditional teaching effectiveness, with implications for teacher workload and wellbeing.
| Education level | Age 15-18 (Secondary education) |
|---|---|
| Physics topic | Other |
| Research focus | Other |
