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Investigating the impact of Microlearning on knowledge retention in second language learners
Martinez Garcia, Hazel
Martinez Garcia, Hazel
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Garcia_2024.pdf
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2024-04-26
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Martinez Garcia, H. 2024. Investigating the impact of Microlearning on knowledge retention in second language learners. -- In Proceedings: 20th Annual Symposium on Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University
Abstract
Microlearning is an educational strategy where lessons are designed to present information in short blocks that can be completed in a brief amount of time, with both practice and content tailored to achieve specific learning outcomes. However, existing literature referencing microlearning lacks research focusing on its impact on knowledge retention in second-language adult learners. Knowledge retention poses a common challenge for adult second-language learners due to limited study time between classes. The purpose of the study was to address the knowledge retention challenge by investigating the impact of Microlearning on knowledge retention in beginner-level Spanish learners. Participants were former or current students in a beginner Spanish class or had otherwise been exposed to the Spanish language. Participants were divided into two groups, a Microlearning (experimental) or a Traditional learning (controlled) group. They engaged in a three-week study, involving pretests, lessons, and posttests completed on the Nuggets mobile learning app from their personal mobile device at a location of their convenience. Both quantitative data on student performance and qualitative data on learning experiences were collected and analyzed. The study examined relationships between microlearning, student performance, and participants' learning experiences. Although the number of participants was small, the findings contributed to the existing body of knowledge by providing new data on the impact of microlearning on second-language learners studying Spanish.
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Presented to the 20th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Rhatigan Student Center, Wichita State University, April 26, 2024.
Research completed in the Department of Learning and Instructional Design, College of Applied Studies.
Research completed in the Department of Learning and Instructional Design, College of Applied Studies.
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Wichita State University
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GRASP
v. 20
v. 20