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An Efficacy Study of SmashFact

#Twitter: 
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Presenter(s)
Britt Carr (Britt Carr Interactive Learning, USA)
Additional Authors
Annie Biesboer (Concordia University - Wisconsin, USA)
Claudia Olaciregui (San Martin / Gwinn Elementary, USA)
Dawn Carr (Stanford University, USA)
Session Information
October 16, 2015 - 10:45am
Track: 
Learning Effectiveness
Areas of Special Interest: 
K12
Major Emphasis of Presentation: 
Research Study
Major Emphasis of Presentation: 
Practical Application
Institutional Level: 
Multiple Levels
Audience Level: 
All
Session Type: 
Vendor Showcase
Location: 
Europe 8
Session Duration: 
45 Minutes
Session: 
Concurrent Session 10
Abstract

Results and discussion of an efficacy study around a web-based tool teachers use to turn course content into a study apps.

Extended Abstract

This presentation will provide an overview and efficacy of SmashFact, a program designed for desktop and mobile devices. SmashFact is an app that allows teachers the ability to create their own study app for their students. Using a multiple choice format, the app allows students the opportunity to choose from four answers, with randomized or assigned distractors designated for the incorrect response choices. Questions can take the form of picture, sound, or words, and are offered in a randomized format as well, with teachers choosing the total number of questions in each "level," which can be modified throughout a school term, and revised each time a student logs into the app.

SmashFact is designed to facilitate automaticity. In practice, automaticity occurs through a process that leads to being able to complete a task with very little time thinking about it. Automaticity serves as a necessary precursor to critical operation of cognitive decoupling, whereby more complex, or higher level understanding and processing can occur. SmashFact is particularly successful at facilitating automaticity because, as shown by recent research, students are more successful at increasing fact automaticity when stimulated with an engaging task such as through games or manipulatives (Kirkley, Duffy, Kirkley, & Kremer, 2011; Thomas, 2005). The addition of iPads (tablets) in a learning environment, in particular, is shown to increase the intrinsic motivation of students, and interest in practicing concepts to automaticity (Burke, 2013; Reynolds, 2010).

In this presentation, we describe results from an efficacy study of students who used SmashFact in a graduate level pharmacy course. Second, we describe preliminary results of a usability study for two Kindergarten classes using SmashFact to learn Spanish letters, numbers and syllables.