Supporting the self-regulated use of retrieval practice: A higher education classroom experiment

This study investigated whether an instructional intervention can increase students’ self-regulated use of retrieval practice in a higher education classroom environment. A lab-experiment by Ariel and Karpicke (2017) revealed that strategy instructions improved subsequent test performance. Our goal was to determine these effects generalize environment using key concepts from marketing communication. We compared two groups on their online An experimental group (n = 58) received control neutral instructions. Instructions were provided during sessions 1 2; no third, transfer session, measuring practice. In 2, significant differences between found. the tested themselves more (Hypothesis 1) displayed larger number (correct) attempts per concept 2) than group. No correlations found with performance 3). With our experiment, we took first step supporting students complex materials.