Retrieval Practice and Spacing are two research-informed learning strategies that, when combined, can significantly boost student performance. But, what if we could further enhance the learning effects of spaced Retrieval Practice? Specifically, how can introducing variability to learning boost student outcomes? Read on for:
- A recap of Retrieval Practice and Spacing
- What research says about Variable Retrieval Practice
- Classroom implications of the research
What are Retrieval Practice and Spacing?
Retrieval Practice reinforces learning by getting students to actively recall information using existing knowledge. While it can be challenging, this process increases the likelihood that information will be transferred to long-term memory, increasing students’ retention of information.
Spacing involves opting for shorter and more spread-out study sessions, as opposed to intense and long sessions over a short period of time. By allowing time for material to be forgotten and re-learnt, Spacing helps strengthen the relevant memory traces within long-term memory. In fact, research estimates that Spacing leads to a 10% to 30% increase in final test scores.
There are many benefits to combining Retrieval Practice and Spacing. For example, one review suggests that students display better memory when using spaced Retrieval Practice compared to Retrieval Practice in one sitting.
What does research say about Variable Retrieval Practice?
While Retrieval Practice, Spacing, and the combination of them both have all been shown to effectively increase student learning, a recent article suggests that this learning effect can be enhanced with variability in learning.
The researchers proposed that “optimal learning conditions can be achieved when learning progresses in a varied (rather than constant) manner: that is, when the same information is processed in a slightly different way at each retrieval attempt, rather than always in the same way.”
In this study, they did so by teaching students new foreign words. In the variability condition, a new word appeared in different sentences. Meanwhile, in the constant condition the same sentences appeared over and over again.
Let’s take a look at some key findings of the study:
1. Variable learning is more effective for Retrieval Practice than for restudying
Students who used Retrieval Practice scored higher than those who simply restudied the material. Right after learning, those using Variable Retrieval Practice scored 15% higher than those using the same method repeatedly.
2. Variable retrieval saw larger learning benefits when spaced
Students who practiced Spaced Retrieval performed better than those who practiced Unspaced Retrieval. With Spaced Retrieval, students using variable learning scored about 12% higher than those in the constant condition.
3. Learners preferred constant learning over variable learning
Prior to the learning phase, participants had no preference for either variable or constant learning. However, afterward, they felt they learned better with the constant method. Despite this, students actually performed better with variable learning by about 10%.
How Variable Retrieval Practice can benefit your classroom
The study on Variable Retrieval Practice suggests that adding variability to the learning environment boosts memory retention when used with Spaced Retrieval Practice. As such, teachers might want to consider incorporating variability into Spaced Retrieval Practices, so that they might be able to enhance student learning.
This variability may take the form of different retrieval activities, such as multiple-choice questions, free-recall, brain dumps, or self-quizzing. Likewise, if the format of the retrieval is the same, but the type of examples used varies, you could potentially reap the same benefits.
Unfortunately, there seems to be a dissociation between students’ preferences for constant practice and the actual effectiveness of added variability. As such, it might be useful for teachers to educate their students on the benefits of Variable Retrieval Practice so that students are aware of this knowledge gap. Importantly, teachers should play a role in balancing between what students prefer and what is best for them.
Final thoughts
This study offers early evidence that adding variability to Spaced Retrieval Practice can improve learning. While more research is needed, it is a promising approach to consider, potentially giving students an extra boost in memory and retention.
