The Influence Of Element Interactivity And Testing Format On Grade Learning Of Primary School Students:The Effect Of Working Memory Resource Depletion

Tests are the main way of testing the effectiveness of learning and teaching.Some researchers believe that tests can also promote knowledge learning,and found the Testing Effect,that is,compared with repeated learning,organizing tests once after learning will result in better grades.At the same time,some researchers also find the reverse testing effect and the delayed testing effect.These studies mainly explain various testing effects from the aspects of over-learning and processing depth.Recently,some researchers have explained the delayed testing effect from the perspective of working memory resource depletion,but there is still no study for working memory resource depletion related to testing effect and reverse testing effect.Therefore,the study designed two experiments with primary school students as the subjects and the interactive "score mixing operation" of different components as experimental materials to investigate the depletion of working memory resources in the testing effect,delayed testing effect,and reverse testing effect.Experiment 1 invites 165 fourth-grade primary school student as participants,using 2(element interactivity: low element interactivity and high element interactivity)× 3(re-learning form: instant repeated learning,immediate test,and delayed test)two-factor between-subjects factorial design to investigate the influence of element interaction and re-learning form on the learning effectiveness of primary school students’ mixed fraction calculation examples.The results show that: for low elemental-interactive materials,the working memory capacity under the delayed test mode is significantly higher than the instant repeated learning mode and the immediate test mode,and there is no significant difference in the capacity result under the instant repeated learning mode and the immediate test mode;In terms of high elemental-interactive materials,the subject’s capacity under the delayed test condition is significantly higher than that of the immediate test and instant repeated learning form,and the subject’s capacity under the immediate test form is significantly higher than that of the instant repeated learning form;in the final test results,for the low elemental-interactive materials,the results under the delayed test mode are better than those in the immediate test mode,and there is no significant difference in scores under other various modes.For the high elemental-interactive materials,the results under the instant test mode are significantly higher than those in the instant repeated learning mode.The difference between other modes is not significant.Experiment 2 invites 257 fourth-grade primary school students as participants,using 2(element interactivity: low element interactivity and high element interactivity)× 3(test form: repeated learning,recognition test,and fill-in-the-blank test)two-factor between-subjects factorial design and investigate the influence of elemental interaction and re-learning form on the learning effect of primary school students’ mixed fraction calculation examples.The results show that: there is no significant difference in the working memory capacity under different element interactions and re-learning forms;in the final test scores,in the low elemental-interactive materials,there is no significant difference among testing results of the repeated learning modes,fill-in-the-blank test modes and recognition test modes.In the high elemental-interactive materials,the results under the recognition test modes are significantly worse than the repeated learning form and the fill-in-the-blank test form.There is no significant difference in the scores under the last two forms.Based on the results of experiment 1 and experiment 2,the research has drawn the following conclusions:(1)On low elemental-interactive materials,the final test on primary school students under the delayed test mode are better than those of the immediate test mode,presenting the delayed testing effect;the working memory capacity of the primary school students under the delayed test mode is significantly higher than that of the immediate test mode,presenting the effect of working memory loss.(2)On high elemental-interactive materials,the test results on primary school students in the immediate test mode are significantly better than those in the instant repeated learning format,presenting the testing effect;the primary school students’ working memory capacity in the immediate testing format is significantly higher than that in the instant repeated learning mode,showing the work memory resource depletion effect.(3)On the high elemental-interactive materials,the scores of the participants under the recognition test modes are significantly lower than the repeated learning form and the fill-in-the-blank test form,showing a reversal test effect;the capacity under the different element interaction and re-learning form is not significant The difference does not show the depletion effect of working memory resources.To sum up,in this research,the delayed test effect and the testing effect can be explained from the depletion of working memory resources,but the reverse testing effect cannot.