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dc.date.accessioned2020-05-20T07:54:40Z
dc.date.available2020-05-20T07:54:40Z
dc.date.issued2020-01-21
dc.identifierdoi:10.17170/kobra-202005071231
dc.identifier.urihttp://hdl.handle.net/123456789/11565
dc.description.sponsorshipGefördert im Rahmen des Projekts DEAL
dc.language.isoeng
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectdesirable difficultieseng
dc.subjectfactual and transfer knowledgeeng
dc.subjectquestion generationeng
dc.subjecttesting effecteng
dc.subjectuniversity learningeng
dc.subject.ddc150
dc.titleComparing the effects of generating questions, testing, and restudying on students' long‐term recall in university learningeng
dc.typeAufsatz
dcterms.abstractWe compared the long‐term effects of generating questions by learners with answering questions (i.e., testing) and restudying in the context of a university lecture. In contrast to previous studies, students were not prepared for the learning strategies, learning content was experimentally controlled, and effects on factual and transfer knowledge were examined. Students' overall recall performance after one week profited from generating questions and testing but not from restudying. When analyzing the effects on both knowledge types separately, traditional analyses revealed that only factual knowledge appeared to benefit from testing. However, additional Bayesian analyses suggested that generating questions and testing similarly benefit factual and transfer knowledge compared with restudying. The generation of questions thus seems to be another powerful learning strategy, yielding similar effects as testing on long‐term retention of coherent learning content in educational contexts, and these effects emerge for factual and transfer knowledge.eng
dcterms.accessRightsopen access
dcterms.creatorEbersbach, Mirjam
dcterms.creatorFeierabend, Maike
dcterms.creatorNazari, Katharina Barzagar B.
dc.relation.doidoi:10.1002/acp.3639
dc.subject.swdUniversitätger
dc.subject.swdLernenger
dc.subject.swdWissenstransferger
dc.subject.swdFrageger
dc.type.versionpublishedVersion
dcterms.source.identifierEISSN 1099-0720
dcterms.source.issueIssue 3
dcterms.source.journalApplied cognitive psychologyeng
dcterms.source.pageinfo724-736
dcterms.source.volumeVolume 34
kup.iskupfalse


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Attribution-NonCommercial-NoDerivatives 4.0 International
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International