Retrieval Practice in Stepwise Worked Examples Improves Learning

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-07-25 DOI:10.1016/j.learninstruc.2025.102196

Gesa S.E. van den Broek, Margot van Wermeskerken, Tamara van Gog

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Abstract

Background

Prior research showed no benefits of including retrieval opportunities in example-based learning. However, these studies had students solve entire practice problems, often without a restudy opportunity after (failed) retrieval.

Aim

We tested a new approach: the stepwise presentation of examples with prompts to retrieve and execute each upcoming solution step, before it is revealed to offer feedback. We hypothesized that such stepwise retrieval and execution of problem-solving steps would increase mental effort during study and improve recall and problem-solving performance on a delayed test compared to example study without retrieval prompts.

Participants

164 adults, recruited on Prolific (M_age = 22.9 years; 95/66/3 female/male/other).

Methods

Participants studied six examples (two triplets of isomorphic examples). They were randomly assigned to either the (1) no prompt (control) condition, in which all examples were presented stepwise in a self-paced manner, or (2) the retrieval prompt condition, in which the second and third example of each triplet contained prompts for participants to describe (aloud) each upcoming (sub)step before it was presented.

Results

Participants in the retrieval prompt condition spent more time studying (on average 31 min versus 13 min in the control condition), did not report higher mental effort during example study, but showed significantly better recall and problem-solving test performance on a test after one week than participants in the control condition. Test performance correlated positively with retrieval success during studying but not with study times.

Conclusion

Retrieval prompts can enhance example-based learning, when using a stepwise approach.

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在逐步工作的例子中检索练习提高学习

先前的研究表明，在基于实例的学习中加入检索机会没有任何好处。然而，这些研究让学生解决了整个练习问题，通常在（失败的）检索后没有重新学习的机会。我们测试了一种新方法：在提供反馈之前，逐步呈现示例并提示检索和执行每个即将到来的解决方案步骤。我们假设，与没有检索提示的示例学习相比，这种分步检索和执行解决问题的步骤会增加学习过程中的精神努力，并提高延迟测试中的回忆和解决问题的表现。参与者：164名成年人，在多产网站招募(年龄22.9岁；95/66/3女/男/其他)。方法研究了6个例子（2个同构例子的三联体）。他们被随机分配到(1)无提示（对照）条件，在这种条件下，所有的例子都以自定节奏的方式逐步呈现，或者(2)检索提示条件，在这种条件下，每个三组的第二个和第三个例子都包含提示，要求参与者在呈现之前（大声）描述每个即将到来的（子）步骤。结果提示组被试的学习时间更长（平均为31分钟，而对照组为13分钟），在实例学习过程中没有表现出更高的脑力劳动，但在一周后的记忆和问题解决测试中表现明显优于对照组。考试成绩与学习期间的检索成功呈正相关，但与学习时间无关。结论采用分步学习方法时，检索提示可以增强基于实例的学习。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.