Adaptive retrieval practice with multiple‐choice questions in the university classroom. (19th May 2020)

• Record Type: Journal Article
• Authors: Greving, Sven; Lenhard, Wolfgang; Richter, Tobias
• Is Part Of: Journal of computer assisted learning. Volume 36:Number 6(2020)
• Page Start: 799
• Page End: 809
• Publication Date: 2020-05-19
• Subjects: adaptive learning, adaptive training, higher education, retrieval difficulty, retrieval practice, testing effect; Computer-assisted instruction -- Periodicals; 371.334
• DOI: 10.1111/jcal.12445
• Languages: English
• ISSNs: 0266-4909

Abstract

Abstract: Retrieval practice promotes retention more than restudying (i.e., the testing effect ) and is applied to many educational settings. However, little research has investigated means to enhance this effect in educational settings. Theoretical accounts assume retrieval practice to be the most effective whenever retrieval is difficult but successful. Therefore, we developed a novel retrieval practice procedure, which adapts to learners' abilities and can be applied irrespective of learning content. This adaptive procedure aims to make retrieval gradually easier whenever students provide an incorrect answer. In a field experiment, students read book chapters as part of a weekly university course. In three consecutive weeks, they then practiced reading assignments by (a) adaptive testing, (b) non‐adaptive testing and (c) restudy. In Week 4, a surprise criterial test took place. Restudy outperformed both testing conditions, whereas adaptive testing performed equally well as non‐adaptive testing. However, exploratory analyses revealed that with increasing retention intervals, the superiority of restudy disappeared. Furthermore, whenever participants fully read the assignments and retention intervals increased, adaptive testing outperformed non‐adaptive testing. In sum, adaptive retrieval practice did not prove to be generally superior, but retention interval and students' preparation for class might be conditions rendering adaptive retrieval useful in educational settings. Lay Description: What is already known about this topic: Testing is a commonly used technique to assess progress in computer‐assisted learning environments Students often benefit from the testing effect, that is practicing retrieval of information (testing) from memory benefits long‐term retention compared to restudying Currently, empirical evidence how to enhance the benefits of this technique in educational contexts is scarce What this paper adds: We propose a new approach to increase the benefit of the testing effect: For each question in retrieval practice the individual ability to retrieve this information from memory is considered To do so, cue informativeness of retrieval cues adapts to the individual ability level and thus makes the tests cognitively effortful but solvable This adaptive approach is put to test in a higher education context and by using multiple‐choice questions In sum, adaptive retrieval practice did not prove to be generally superior to non‐adaptive retrieval practice or restudy However, retention interval and students' preparation for class might be conditions rendering adaptive retrieval useful in educational settings Implications for practice and/or policy: Findings can be implemented in educational contexts when multiple‐choice questions are used to enhance learning Learning can be optimized in computer‐assisted learning environments that allow adaptive testing We advise adaptive retrieval only when students are well prepared for practice and when time between practice and final assessment exceeds two weeks