Paper by Dr. Tino Endres and Dr. Veit Kubik published

Abstract: We investigated immediate learning benefits of retrieval tasks when followed by a self-regulated relearning opportunity, compared to a restudy task. We aimed to unravel the underlying metacognitive and motivational mechanisms. In a mixed-factorial design (N = 104), we manipulated review task (retrieval vs. restudy) as a within-subjects factor in two experimental sessions, and task granularity (coarse- vs. fine-grained) as a between-subjects factor. The retrieval task led to an immediate learning benefit compared to a restudy task in Session 1, but not across sessions. The review-task order influenced the emergence of an immediate retrieval-practice effect. Mediation analyses for Session 1 revealed that decreased levels of both judgments of learning (JOL) and self-efficacy partially mediated the retrieval-task effect on the learning outcome. Fine-grained tasks increased JOL regulation accuracy; however, this increase did not translate into better relearning. Retrieval tasks can improve learning outcomes, also after short delays, specifically when relearning opportunities are provided.

Keywords: retrieval practice, self-regulated learning, indirect testing effect, metacognitive accuracy, motivation, task-granularity

Endres, T., Kubik, V., Koslowski, K., Hahne, F., & Renkl, A. (2023). Immediate benefits of retrieval tasks: On the role of self-regulated relearning, metacognition, and motivation. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie (German Journal of Developmental and Educational Psychology). https://doi.org/10.1026/0049-8637/a000280 (open access)