RETRIEVAL-POTENTIATED NEW LEARNING IN DIGITAL HIGHER EDUCATION

Background: Retrieving from memory directly benefits long-term retention and also enhances subsequent learning of new content, known as retrieval-potentiated new learning or the forward testing effect. Aims: The present study assessed the forward testing effect with complex learning materials and was the first to directly test motivational mechanisms, using cognitive effort, enjoyment, and self-paced practice time as motivational indicators.Sample: 308 undergraduates in an online psychology course participated.Methods: Students read three texts introducing new course concepts relevant to their final course exam. After studying Texts 1 and 2, students recalled or restudied the previous text for a self-paced or fixed amount of time. All students took a free-recall test after studying Text 3. Results: Recall of Text 3 was greater for retrieval practice than restudy of Texts 1 and 2. This forward testing effect was independent of learners’ prior knowledge and text interest, as well as whether practice times were self-regulated. Consistent with the encoding effort hypothesis, cognitive effort and practice times mediated the forward testing effect: Compared to restudying, retrieval practice reduced the declines in effort and practice time observed across blocks, thereby enhancing learning of Text 3. Enjoyment did not decline across blocks but there was no evidence it mediated the forward testing effect. Conclusions: The present research affirms the potential instructional value of retrieval practice for promoting new learning, including in online education. There was some support for motivational accounts of the forward testing effect but motivation likely cannot fully explain why retrieval practice facilitates new learning.