Retrieval Practice – Center for Teaching and Learning /ctl Wed, 15 Apr 2026 15:46:41 +0000 en-US hourly 1 /ctl/wp-content/uploads/sites/88/2024/01/cropped-android-chrome-512x512-1-32x32.png Retrieval Practice – Center for Teaching and Learning /ctl 32 32 Generative and retrieval tasks: Does the sequence matter and do sequence effects depend on learning task delay? /ctl/generative-and-retrieval-tasks-does-the-sequence-matter-and-do-sequence-effects-depend-on-learning-task-delay/ Wed, 15 Apr 2026 15:46:41 +0000 /ctl/?p=5829 This 2026 study investigated whether the order in which students complete generative tasks (like generating their own examples of concepts) and retrieval tasks (like cued recall) affects learning outcomes. Using a 3×2 experimental design with 208 university students, the researchers compared three task sequences — generative-before-retrieval, retrieval-before-generative, and restudy-before-generative — under two timing conditions: completing tasks immediately after an initial study phase or completing them two days later. Students were tested one week after finishing the learning tasks on both retention and comprehension of four psychology concepts.

]]> This 2026 study investigated whether the order in which students complete generative tasks (like generating their own examples of concepts) and retrieval tasks (like cued recall) affects learning outcomes. Using a 3×2 experimental design with 208 university students, the researchers compared three task sequences — generative-before-retrieval, retrieval-before-generative, and restudy-before-generative — under two timing conditions: completing tasks immediately after an initial study phase or completing them two days later. Students were tested one week after finishing the learning tasks on both retention and comprehension of four psychology concepts.

The study found that the order of generative and retrieval tasks generally made little difference to learning outcomes. The one notable exception was that retrieval task performance was significantly better for the generative-before-retrieval group when a two-day delay was involved, likely because those students used the open-book generative task as an opportunity to re-engage with the material first.

Key Takeaways

  • Order of activities matters less than you might think. You can feel free to sequence generative activities (discussions, example-generation, concept mapping) and retrieval activities (quizzes, recall prompts) in whatever order suits your course design.
  • Retrieval practice still outperforms restudy for retention. Replacing quizzes or recall activities with simply re-reading course material is ineffective. Students who only reread retained significantly less after one week. Low-stakes quizzes and retrieval activities remain worth keeping.
  • Task design quality matters more than sequence. The authors note that earlier research finding sequence effects likely reflected a poorly designed generative task (no feedback, no revision opportunity). When both task types are well-designed with feedback built in, sequence effects largely disappear. This is a reminder that how activities are designed is more important than their order.

Read the full article here:

Obergassel, N., Renkl, A., Endres, T., Nückles, M., Carpenter, S. K., & Roelle, J. (2026). Generative and retrieval tasks: Does the sequence matter and do sequence effects depend on learning task delay? Applied Cognitive Psychology, 40(2), e70188. 

]]> Last Chance for Retrieval /ctl/last-chance-for-retrieval/ Wed, 15 Apr 2026 15:45:12 +0000 /ctl/?p=5818 As the semester winds down, resist the urge to fill every remaining class session with new content. Instead, dedicate at least one class period to a low-stakes retrieval activity such as asking students to recall key concepts, work through application problems from memory, or generate their own examples of course ideas without their notes.

]]> As the semester winds down, resist the urge to fill every remaining class session with new content. Instead, dedicate at least one class period to a low-stakes retrieval activity such as asking students to recall key concepts, work through application problems from memory, or generate their own examples of course ideas without their notes. Research consistently shows that the act of retrieving information (rather than simply reviewing it) is one of the most powerful things students can do to consolidate what they’ve learned before the course ends. Even a 15-minute ungraded recall exercise at the start of your last few classes can meaningfully strengthen long-term retention. Bonus: it also helps students self-diagnose gaps in their understanding while there’s still time to address them.

]]> Learning with concept maps: the effect of activity structure and the type of task /ctl/learning-with-concept-maps-the-effect-of-activity-structure-and-the-type-of-task/ Fri, 10 Apr 2026 15:51:40 +0000 /ctl/?p=5791 This research examined how 226 undergraduate students learned using concept maps under different conditions, comparing task types (fill-in-the-blanks, shuffled concepts, self-constructed, and summaries) with activity structures (individual only, individual-then-collaborative, and collaborative-then-individual). The study measured learning outcomes through comprehension and recall tests while analyzing nearly 4,200 verbal exchanges during collaborative activities. Results revealed a significant interaction between task type and activity structure: students who individually self-constructed concept maps and then discussed them collaboratively (I+C) achieved the strongest learning outcomes, particularly for delayed recall.

]]> This research examined how 226 undergraduate students learned using concept maps under different conditions, comparing task types (fill-in-the-blanks, shuffled concepts, self-constructed, and summaries) with activity structures (individual only, individual-then-collaborative, and collaborative-then-individual). The study measured learning outcomes through comprehension and recall tests while analyzing nearly 4,200 verbal exchanges during collaborative activities. Results revealed a significant interaction between task type and activity structure: students who individually self-constructed concept maps and then discussed them collaboratively (I+C) achieved the strongest learning outcomes, particularly for delayed recall.

The analysis of dialogue quality showed that self-constructed maps triggered deeper, more dialogic conversations characterized by reasoned justification, mutual engagement, and co-construction of knowledge. In contrast, simpler tasks (completing or ordering pre-made maps) produced more superficial exploratory talk with minimal argumentation. Summary-writing generated the least dialogic interaction overall, with patterns of one student dictating while the other transcribed. These findings suggest that task complexity paired with structured collaboration—allowing individual work before peer discussion—creates optimal conditions for both learning and high-quality dialogue.

Key Takeaways:

  • Prioritize self-construction over passive consumption: Have students create concept maps from scratch rather than completing or organizing pre-made maps. The cognitive demand of self-construction, when paired with collaboration, activates deeper reasoning and argumentation. However, you might consider providing more support for learners who are completely new to the content or might otherwise struggle with the task.
  • Use the I+C structure: Assign individual concept map creation as homework or in-class work first, then facilitate 15-30 minute pair discussions where students negotiate a shared map. This sequence generates more exploratory dialogue and better learning than jumping directly into group work or keeping work entirely individual.
  • Avoid summary writing as the primary task: While summaries are common, this study found they produced the weakest learning outcomes and the least meaningful peer dialogue. If summaries are required, pair them with concept mapping activities or ensure they include structured peer review to increase dialogic engagement.

Read the full article here:

Read the full article here: Amante, C., Lucero, M., & Montanero, M. (2026). Learning with concept maps: The effect of activity structure and the type of task. Instructional Science, 54, Article 12. 

]]> Enhance Memory with Accessible Brightspace Templates /ctl/enhance-memory-with-accessible-brightspace-templates/ Fri, 10 Apr 2026 15:50:00 +0000 /ctl/?p=5779 Reading content in Brightspace does not guarantee your learners will remember all of it. In order for it to stick, the student has to actively do something with the information they are reading.

You can prompt students to retrieve an important piece of information, explain a concept as applied in a different context, or consider how they might use a new skill in their practice. These activities take mental energy, and students are likely to just move along without doing them unless you grab their attention and make them interactive. But, how?

]]> Reading content in Brightspace does not guarantee your learners will remember all of it. In order for it to stick, the student has to actively do something with the information they are reading.

You can prompt students to retrieve an important piece of information, explain a concept as applied in a different context, or consider how they might use a new skill in their practice. These activities take mental energy, and students are likely to just move along without doing them unless you grab their attention and make them interactive. But, how?

Brightspace accessible templates to the rescue! Two simple strategies for engaging your learners in active mental processing of the content in Brightspace include using the Click n Reveal Interactions and the Flip Card Interactions. You can find these under Select a Document Template when you choose Create a File.

If you would like help using one of these templates or any others, book a meeting with an instructional designer.

Sample Click n Reveal Interaction

Ask your students a knowledge check question, apply the reading content to a new context, or reflect on personal relevance. The learner sees your response when they click the Find out button.

Screenshot of course content that uses the Click n Reveal interaction where students read and question and click a button labeled "Find Out" to see the response.


Sample Flip Card Interaction

Provide your students with virtual flashcards by adding a term on one side of the card and a definition on the other. Students reveal the definition when they hover their mouse over the card.


Brightspace orientation page showcasing the Flip Card interaction tool providing virtual flashcards for students to practice learning important terms.

]]> Retrieval Practice /ctl/retrieval-practice/ Wed, 15 Oct 2025 19:49:39 +0000 /ctl/?p=3656 Did you know that one of the simplest and most effective ways to remember something is to take time to forget it and then work hard to remember it?

]]> Did you know that one of the simplest and most effective ways to remember something is to take time to forget it and then work hard to remember it?

About 150 years ago, a German psychologist, Hermann Ebbinghaus, taught himself hundreds of nonsense words and tested himself at different intervals to determine the rate of forgetting. In addition to accurately plotting a curve that is still robust today, he also stumbled across a helpful learning strategy: the testing effect. The act of effortful retrieval strengthens the memory trace. The more frequently he tried to retrieve the nonsense words after a gap of time, the better he remembered them. Of course, you want your students to remember your course content and not nonsense words, but the same principle applies.

Check out this helpful illustration from .

Chart showing Ebbinghaus forgetting curve mitigated by spaced retrieval practice that improve retention through memory reconsolidation. Repeated retrieval results in strengthened and restructured neuronal pathways and transfers first learned concepts into the long-term memory.

For more information about retrieval practice, including the research behind it and strategies for integrating this in various learning modalities, check out the .

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