U-Behavior: a method to promote spaced and interleaved retrieval practice in challenging undergraduate microbiology and biomedical sciences courses
TL;DR
U-Behavior provides a scalable, behaviour-focused approach to enhance study quality in rigorous microbiology education and predicted better exam performance beyond prior Grade Point Average and attempt quantity.
Abstract
Abstract Students in demanding microbiology and biomedical sciences courses often rely on suboptimal study strategies, such as massed practice, despite evidence favouring spaced retrieval and interleaving for durable learning, where durable learning is learning that is retained across longer periods of time. We developed U-Behavior, a learning management system-integrated pedagogy tool that coaches these behaviours through instruction, personalized visualizations of quiz attempt patterns [retrieval practice activity (RPA) graphs], reflections and behavioural feedback. In two experiments with identical RPAs in gateway (VMBS 100, introductory biomedical sciences) and upper division (MIP 300, general microbiology), we compared U-Behavior to low-stakes quizzing (control). U-Behavior significantly increased spacing and interleaving (large effects, ds >1.75) without raising total quiz attempts. Approximately half of U-Behavior students achieved optimal practice levels. No significant between-condition differences appeared in midterm/final exams, likely due to partial adoption. However, higher spacing scores predicted better exam performance (small-to-medium effects) beyond prior Grade Point Average (GPA) and attempt quantity. U-Behavior provides a scalable, behaviour-focused approach to enhance study quality in rigorous microbiology education.