Creating Meaningful EdTech Lessons
15
Rachel Johnson
Rachel Johnson<EMAIL_ADDRESS>University of Ontario Institute of Technology
Abstract
For learning to occur, long-term memory needs to be altered. It is important to develop a deep understanding of foundational knowledge since activities requiring higher-order thinking skills, such as inquiry or problem-based learning, are not possible without a strong foundation (Kirschner, Sweller, & Clark, 2006). Transfer of learning, the ability to use current knowledge in new experiences or contexts, is highly dependent on long-term memory. Information must first be easily recalled before it can be used in new ways (Pan & Agrawal, 2018). Retrieval practice is a learning strategy that can be used to support the transfer of learning by facilitating long-term information retention (Roediger & Butler, 2011). Various benefits are evident from retrieval practice; for example, improvements in complex thinking and application, organization of knowledge, transfer of learning, and metacognition skills are all enhanced with retrieval practice (Agrawal, Roediger, McDaniel, & McDermott, 2018). Retrieval practice is most effective when it is repeated with appropriate spacing, interleaved with a variety of question types requiring different problem-solving strategies, and combined with immediate and descriptive feedback (Agrawal et al., 2018; Hopkins, Lyle, Hieb, & Ralston, 2016; Roediger & Butler, 2011). Quizzing applications, such as Kahoot! (Kahoot!, 2018), Quizizz (Quizizz Inc., 2018), and Quizlet (Quizlet, 2018), provide affordances to support retrieval practice effectively and efficiently in the classroom. Retrieval practice by itself is a learning strategy rooted in cognitive science principles; however, the use of retrieval practice in combination with a spiralled curriculum and an inquiry or problem-based learning approach would lead to a truly powerful and balanced learning environment.
Keywords: assessment, cognitive science, feedback, interleaved practice, Kahoot, long-term memory, Quizizz, Quizlet, retrieval practice, spacing, spiralled curriculum, transfer of learning
Introduction
Learning, in its simplest terms, is defined as a change in long-term memory (Kirschner et al., 2006). Various studies have been conducted previously that have focused on the most effective ways to enhance learning and long-term memory (for example, Bransford, Brown, & Cocking, 2000; Brown, Roediger, & McDaniel, 2014; Roediger & Butler, 2011); retrieval practice is a learning strategy that is deeply based in cognitive science principles to enhance long-term retention of information (Butler, Marsh, Slavinsky, & Baraniuk, 2014). Retrieval practice is the act of recalling facts or concepts from memory and, by doing so, memory for that information is strengthened (Agrawal et al., 2018). Being able to recall information is essential to transfer of learning, where existing knowledge is used in new and different contexts (Pan & Agrawal, 201