Closed-book generative tasks can outperform open-book ones when learners can later reinspect the material¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In studies where learners given closed-book generative tasks could reinspect the learning material at some point, the closed-book format appeared more effective than open-book, provided the retrieval requirement does not compromise the generative activities. → Julian Roelle 2023

Evidence¶

Julian Roelle 2023¶

Julian Roelle, Tino Endres, Roman Abel, Niklas Obergassel, Matthias Nückles, Alexander Renkl. (2023). Happy Together? On the Relationship Between Research on Retrieval Practice and Generative Learning Using the Case of Follow-Up Learning Tasks. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09810-9

q2 · i? · review · r3

The review reports that in studies allowing material reinspection, "the closed-book format appeared to be more effective than the open-book format," though some studies detected no significant effects. The review notes it is hard to attribute such benefits solely to retrieval practice because indirect effects may also be at work.

"In several of these studies, the closed-book format appeared to be more effective than the open-book format (e.g., Blunt & Karpicke, 2014; Waldeyer et al., 2020, Exp. 2; see also Rummer et al., 2019; but see Agarwal et al., 2008 and Wenzel et al., 2022 who detected no significant effects)."

Discussion¶

Related Claims¶

• Learning-outcome effects of open- versus closed-book generative tasks are mixed — a broader claim this one bears on
• The same quizzing or concept-mapping activity produces more learning when done without viewing the material, as retrieval, than while viewing it — related
• Closed-book self-explanation prompts show no added value on delayed posttest performance, even with prior active processing of instructional explanations — related
• Retrieval practice improves long-term retention — a broader claim this one bears on
• Closed-book self-explanation prompts reduce the number of generated self-explanations when learners are not prompted to actively process the instructional explanations beforehand — related