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Date Published: 31/03/2026
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Tập 23, Số 3 (Số đặc biệt) (2026)
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Articles
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Nguyễn, T. P., & Tran, T. N. A. (2026). APPLYING SPACED REPETITION IN DESIGNING PHYSICS LEARNING MATERIALS: FROM PROCEDURE TO PEDAGOGICAL EXPERIMENTATION. Ho Chi Minh City University of Education Journal of Science, 23(3). https://journal.hcmue.edu.vn/index.php/hcmuejos/article/view/5403

APPLYING SPACED REPETITION IN DESIGNING PHYSICS LEARNING MATERIALS: FROM PROCEDURE TO PEDAGOGICAL EXPERIMENTATION

Nguyễn Thanh Phong1, , Trần Thị Ngọc Ánh2
1 Trường THPT An Biên
2 Trường Đại học Sư phạm, Đại học Huế

Main Article Content

Abstract

In Physics education, retaining and consolidating knowledge over the long term remains a significant challenge for students. This study proposes a procedure for designing Physics learning materials based on the Spaced Repetition (SR), with the aim of enhancing long-term memory retention and improving students’ academic performance. Utilizing a design research approach informed by the ADDIE model, the authors propose a five-step procedure for developing SR-based learning materials. The procedure is illustrated through the topic “Simple Harmonic Oscillation” in Physics 11. The results from a three-month pedagogical experiment involving 169 students show that the experimental group exhibited better memory retention and achieved higher learning outcomes than the control group (mean score difference = 1.10; p = 0.018). Moreover, knowledge retention after three months was significantly higher in the experimental group (mean score difference = 1.50; p = 0.012). These findings confirm the potential of SR-integrated learning materials in fostering students’ long-term knowledge retention

Keywords

memory retention, learning outcomes, spaced repetition, learning materials, ADDIE model.

Article Details

References

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