Distributed Practice, Mind Wandering, and Learning Performance: Evidence from a Randomized Study with University Students

Abstract

This study examined how study strategy and mind wandering jointly influence students’ long-term learning. A total of 160 first-year psychology students were randomly assigned to either massed practice (one 4-hour session) or distributed practice (two 2-hour sessions on consecutive days). During study, participants received 12 random mind-wandering probes and completed a 20-item delayed recall test two weeks later. Students who used distributed practice scored significantly higher on the delayed test (M = 18.42, SD = 1.15) than those who used massed practice (M = 13.51, SD = 1.43), t(158) = 22.63, p < .001. Mind wandering was lower in the distributed group (M = 6.01 vs. 8.47), t(158) = 7.09, p < .001, and was negatively correlated with test performance (r = –.46, p < .001). Correlations also showed that distributed practice predicted higher performance (r = .87, p < .001) and less mind wandering (r = –.50, p < .001). These findings, interpreted through the dual-process model of cognition, indicate that distributed practice improves memory both directly and indirectly by sustaining attention and reducing mind wandering. The results provide clear guidance for educators and students: spreading study sessions over time and embedding attention-support strategies can substantially strengthen retention and learning outcomes.