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Issue: Tập 23, Số đặc biệt 1 (Tháng 3/2026)
Section: Articles
DOI: 10.54607/hcmue.js.23.SI1.5403(2026)
Date Published: 31/03/2026
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Nguyen, 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(SI1), 493-504. https://doi.org/10.54607/hcmue.js.23.SI1.5403(2026)

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

Nguyen Thanh Phong1, , Tran Thi Ngoc Anh2
1 An Bien High School, An Giang, Vietnam
2 University of Education, Hue University, Vietnam

Main Article Content

Abstract

In Physics education, retaining and consolidating knowledge over the long term remains a major challenge for students. This study proposes a procedure for designing Physics learning materials based on spaced repetition (SR), with the aim of enhancing long-term retention and improving students’ learning outcomes. Using a design research approach informed by the ADDIE instructional design 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 Grade 11 Physics. Results from a three-month experiment involving 169 students show that the experimental group demonstrated better retention and achieved higher learning outcomes than the control group (mean score difference = 1.10; p = 0.018). Moreover, 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 to foster students’ long-term knowledge retention.

Keywords

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

Article Details

References

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