Retrieval Practice in Stepwise Worked Examples Improves Learning

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 (Mage = 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.