Making the most of informal learning experiences: Retrieval practice outside the classroom

• In Event: Poster Session 09
  In Poster Session: PS 09 Topic - Attention, Learning, Memory

Abstract

Learning experiences are often maximized through use of cognitive principles that provide support for encoding and retrieval of novel information. Retrieval practice, or the act of deliberately recalling information after encoding of it but before formal test, has proven an effective means of deepening and solidifying learning for both children and adults (Fritz et al., 2007; Karpicke & Roediger, 2008). Retrieval practice has been widely studied in controlled laboratory settings and formal classrooms (Smith & Karpicke, 2014; Vojdanoska et al., 2010). How retrieval practice influences learning in informal educational environments, such as museums has yet to be examined.

How retrieval practice influences learning in informal educational environments is an important question because under typical, everyday circumstances, both children and adults frequently have learning opportunities through rich, salient, informal educational materials, and must decide for themselves what to attend to and ultimately incorporate into their knowledge base. For instance, an adult may listen to an informational podcast to advance their knowledge of a specific subject. A child may learn through interacting with artifacts at a museum. These types of natural, everyday learning materials are often “messier” than their controlled, formal in-lab and in-classroom counterparts in that there is often an immense amount of material to sort through at once and much of the material is non-essential to effective learning (e.g., brightly colored lights surrounding a museum exhibit). Children in particular may encounter difficulties suppressing nonessential learning material (Lechuga et al., 2006). As such, there is a critical need to test cognitive support mechanisms such as retrieval practice that may help maximize informal learning experiences.

In the present work, we tested the effects of retrieval practice in adult and child (7-8 year olds) samples on learning outcomes associated with informal virtual museum “tours.” The materials consisted of three webpages, each of which used textual features paired with videos, embedded questions, photographs and interactive games to summarize distinct topics and exhibits available in an art history museum. Learning outcomes were measured through task performance on open-ended and forced-choice questions. Questions assessed acquisition of knowledge through three types of learning processes: inferential reasoning, self-derivation through memory integration, and direct factual recall.

In the adult sample (N=30), units of meaning recalled during retrieval practice had a significant effect on overall task performance, even when controlling for overall word count (p<.001). We expect a similar effect in our child sample (target N= 30, testing underway), potentially even stronger, as engaging in retrieval practice may inoculate children against the distracting, learning-irrelevant elements of “messier,” informal stimuli (e.g., their performance on an embedded game). The present research is the first test of the efficacy of retrieval practice on learning under informal conditions. Results will provide insight into ways of maximizing informal educational experiences for both children and adults.

Authors

• Lucy Cronin-Golomb, Emory University
  Presenting Author

• Patricia J Bauer, Emory University
  Non-Presenting Author