The role of retrieval type and feedback in test-potentiated new learning

Abstract

Zagreb, Croatia Conflict of Interest statementWe hereby declare that there were no conflicts of interest with respect to the authorship or the publication of this article Data availability statement The analysis plan was preregistered on GitHub (analysis-plan.md; first commit of analysis plan: b101f42; final relevant commit: 16afea3), as were the hypotheses (design.md; first commit of hypotheses: b101f42; final commit: dd0f863). The repository also serves all project materials, data and analyses scripts, together with the whole project history. It can be found at https://github.com/ffzg-erudito/inter-testing-feedback-2018. Materials are also available through https://osf.io/gk9a3/. The data is also hosted on https:// dataverse.ffzg.unizg.hr/dataset.xhtml?persistentId=doi:10.23669/JVNVNR. AcknowledgementsWe would like to thank every one of our participants for making this study possible.Also, we would like to thank Marijana Glavica, our librarian, who has been tremendously helpful around data archiving and preparations for preprint publication.This study was conducted under the project E-rudito: An advanced online educational system for smart specialization and jobs of the future (KK.01.2.1.01.0009.), which is funded from the European Regional Development Fund, Operational programme competitiveness and cohesion 2014-2020. 1 The role of retrieval type and feedback in test-potentiated new learning Abstract This study explored the effects of retrieval and feedback on test-potentiated new learning.Participants read a text divided into three parts, between which they engaged in either episodic retrieval, semantic retrieval, or rereading. Participants in the retrieval conditions were randomly assigned to either receive or not to receive feedback on their achievement.We administered multiple choice questions whose distractors were designed specifically to facilitate proactive interference. Planned analyses showed that participants in the episodic retrieval condition scored higher on the final test than participants in the other two groups.Feedback was found to have no bearing on new learning -neither on its own, nor via interaction with the interpolated activity type. No effect regarding the number of proactive intrusions was found, although exploratory Bayesian analyses preclude rejecting an effect.Results are interpreted in terms of metacognitive theories that have previously been suggested as an explanation of the effect.