Original paper
Practice Makes Perfect? When Does Massed Learning Improve Product Usage Proficiency?
Abstract
Previous research has shown that spacing of information (over time) leads to better learning of product information. We develop a theoretical framework to describe how massed or spaced learning schedules interact with different learning styles to influence product usage proficiency. The core finding is that with experiential learning, proficiency in a product usage task is better under massed conditions, whereas with verbal learning, spacing...
Paper Details
Title
Practice Makes Perfect? When Does Massed Learning Improve Product Usage Proficiency?
Published Date
Jun 23, 2010
Journal
Volume
37
Issue
4
Pages
599 - 613
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