There is evidence from neuroscience, cognitive psychology and educational practice research that the delivery of information in a spaced format (i.e., presented over time with gaps) rather than in a massed format (presented all at once) leads to more effective learning even if the time spent on study is the same. This phenomenon is known as spaced learning, spacing effect or distributed practice.
|Publication status||Published - 23 Apr 2019|
|Event||Ireland International Conference on Education - Dublin, Ireland|
Duration: 23 Apr 2019 → 25 Apr 2019
|Conference||Ireland International Conference on Education|
|Period||23/04/2019 → 25/04/2019|