BYU ScholarsArchive

Title

Why Longer Exams Are Better for Learning: Extended Exams Increase Information Retention by Creating Stronger Connections in the Brain

Authors

Haley Mickelsen Moe, Brigham Young University - ProvoFollow
Jacob Sowards, Brigham Young University - Provo
Tana Sowards, Brigham Young University - Provo
Jamie L. Jensen, Brigham Young University - Provo

Files

Keywords

testing effect, "recall practices", "learning pathway"

Abstract

Poster 1st Place Award Winner

Although it’s been shown that extended exams significantly improve long-term conceptual understanding, researchers are still unsure which learning pathway contributes to this phenomenon. In order to determine which learning pathway is responsible for increasedconceptual understanding, we administered and analyzed biology exams of various lengths and levels in 3 different treatments.

BYU ScholarsArchive Citation

Moe, Haley Mickelsen; Sowards, Jacob; Sowards, Tana; and Jensen, Jamie L., "Why Longer Exams Are Better for Learning: Extended Exams Increase Information Retention by Creating Stronger Connections in the Brain" (2020). Library/Life Sciences Undergraduate Poster Competition 2020. 9.
https://scholarsarchive.byu.edu/library_studentposters_2020/9

Document Type

Poster

Publication Date

2020-04-02

Language

English

College

Life Sciences

Department

Microbiology and Molecular Biology

University Standing at Time of Publication

Junior

Copyright Use Information

http://lib.byu.edu/about/copyright/