Individual performance feedback leads to more long-term choices for retrieval practice than general instruction on its benefits¶

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

Subclaims¶

q2 i? Students who experienced the benefits of retrieval practice more often chose it after performance feedback, and individual feedback led to more long-term choices for retrieval practice than a general instruction explaining its benefits. → Anique B. H. de Bruin 2023

Evidence¶

Anique B. H. de Bruin 2023¶

Anique B. H. de Bruin, Felicitas Biwer, Luotong Hui, Erdem Onan, Louise David, Wisnu Wiradhany. (2023). Worth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09766-w

q2 · i? · causal · r?

The review reports this task-level intervention study by Hui and colleagues (2021), in which learners studied human anatomy pictures and names and chose restudy or retrieval practice after an initial study round; those experiencing the benefits of retrieval practice more often chose it after feedback.

"Individual feedback led to more long-term choices for retrieval practice compared with a general instruction that explained the benefits of retrieval practice."

Discussion¶

Related Claims¶

• Learners misjudge which learning strategies are effective — related
• Only individual performance feedback, not general instruction about the testing effect, produced long-term increases in retrieval practice use, and only for students who benefited from retrieval practice — possibly the same claim (merge candidate)
• Students experience retrieval practice as more effortful than restudy, which leads to avoidance despite its long-term benefits — related