Learning by Quizzing: Recall From an Interactive>Constructive>Active>Passive Perspective

• In Event: 29.083 - Poster Session 4
  In Poster Session: 29.083-4 - Poster Session 3: Cognitive Processes

Abstract

Literature reporting the testing effect supports recall as a learning tool. However, per the Interactive>Constructive>Active>Passive (ICAP) framework, any form of testing falls somewhere on the active learning spectrum since learners manipulate the content in some way. Studying without physical manipulation of the content, the typical comparison group for testing effect studies, is inherently passive, thereby indicating that testing’s superiority to studying merely reflects the superiority of active to passive learning. Moreover, “tests” can elicit an array of engagement behaviors, and ICAP differentiates some as leading to greater learning outcomes than others. The present preliminary study found free recall, germane to the testing effect literature, to be only an active activity per ICAP criteria.

Authors

• Christiana Bruchok, Arizona State University

• Christopher Mar

• Saliha Akca-Hobbins

• Harrison Potter

• Scotty D. Craig, Arizona State University