Students experience retrieval practice as more effortful than restudy, which leads to avoidance despite its long-term benefits¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? During both memory-based and problem-solving tasks, students generally experience retrieval practice as more effortful than restudy, leading to avoidance in self-regulated learning contexts for memory-based tasks but less so for problem-solving tasks. → de Bruin 2020

Evidence¶

de Bruin 2020¶

de Bruin, A. B. H., Roelle, J., Carpenter, S. K., & Baars, M. (2020). Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09576-4

q2 · i? · theoretical · r3

The editorial summarizes the review by Carpenter, Endres, and Hui (this issue) of students' experiences of learning from retrieval practice. The review reports the effort perception and the task-type difference in avoidance; no effect size is printed.

"During both types of tasks, students generally experience retrieval practice as more effortful than restudy. Although this leads to avoidance of retrieval practice in self-regulated learning contexts for memory-based tasks, this is less the case for problem-solving tasks."

Discussion¶

Related Claims¶

• Learners misjudge which learning strategies are effective — related
• Individual performance feedback leads to more long-term choices for retrieval practice than general instruction on its benefits — related