Rate My Professor Sean Kang

Kang has an extensive publication record, with over 5,500 citations on Google Scholar. Notable works include 'Test format and corrective feedback modify the effect of testing on long-term retention' (2007, cited 893 times), 'Spaced Repetition Promotes Efficient and Effective Learning: Policy Implications for Instruction' (2016, cited 778 times), 'Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction' (2012, cited 732 times), and 'Examining the testing effect with open- and closed-book tests' (2008, cited 586 times). More recent contributions encompass 'The Distributed Practice Effect on Classroom Learning: A Meta-Analytic Review of Applied Research' (2025), 'Applying Cognitive Psychology to Improve Learning: Current Developments and Future Directions' (2024), and 'The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study' (2024). He serves as Associate Editor for the Journal of Applied Research in Memory and Cognition and as an editorial board member for Educational Psychology and Contemporary Educational Psychology. Kang is a member of the Learning Intervention academic group at the University of Melbourne and contributes to teaching in areas such as educational neuroscience and brain, mind, and education.