The testing effect and the complexity of the learning material: Is the quality of the knowledge base the actual moderator?

The project is dedicated to the question of whether and under what conditions the active retrieval of learning content from long-term memory is also conducive to learning when the learning material involves complex texts.

One example of the use of this learning technique is vocabulary learning, where many people work with (virtual) flashcards and thus practise recalling what they have learnt from memory. However, it has been questioned whether self-testing supports learning with complex material. In a series of field experiments in German lessons at grammar schools, we are investigating this question as well as ways of supporting learners in working with complex texts in such a way that they also benefit from self-testing. The project is embedded in the research group "Sustainable learning: cognitive mechanisms and effective implementation in the classroom", which focusses on the question of how knowledge must be conveyed so that it is retained for a long time and can be used flexibly.

Further management

Professor Ralf Rummer (University of Kassel)

Co-operation partners

Professor Markus Pissarek
Others involved in the research group: Tobias Richter (speaker), Roland Berger, Rita Borromeo Ferri, Mirjam Ebersbach, Alexander Eitel, Tino Endres, Martin Hänze, Andreas Lachner, Detlev Leutner, Frank Lipowsky , Alexander Renkl, Julian Roelle, Katharina Scheiter, Claudia von Aufschnaiter, Andreas Vorholzer

The project is part of the research group "Sustainable Learning: Cognitive Mechanisms and Effective Implementation in the Classroom" (FOR 5254).

Further information

• Information at GEPRIS: https://gepris.dfg.de/gepris/projekt/495697878
• Project website on the website of the research group: https://www.psychologie.uni-wuerzburg.de/paepsy/for5254/projects/the-testing-effect-and-the-complexity-of-the-learning-material-the-adequacy-of-the-knowledge-base-as-a-moderator/