This study investigates the relationship between self-regulated study spacing and learning outcomes in a massive open online course (MOOC) on introductory psychology. The findings indicate that distributing study sessions across multiple time points (spaced study) correlated with improved performance on end-of-unit quizzes. However, the study also reveals variations in who benefits most from spaced study. Higher-ability students and those completing more course activities were more likely to use spaced study; however, the benefits of spacing were most pronounced for lower-ability students and those completing fewer activities, suggesting spaced study might act as a performance buffer for these groups. The study underscores the importance of self-regulated learning decisions in influencing the effectiveness of spaced practice.

Paulo F. Carvalho, Faria Sana, Veronica X. Yan