Educational Psychology Review

, Volume 27, Issue 2, pp 317–326

The Testing Effect Is Alive and Well with Complex Materials

Commentary

DOI: 10.1007/s10648-015-9309-3

Cite this article as:
Karpicke, J.D. & Aue, W.R. Educ Psychol Rev (2015) 27: 317. doi:10.1007/s10648-015-9309-3

Abstract

Van Gog and Sweller (2015) claim that there is no testing effect—no benefit of practicing retrieval—for complex materials. We show that this claim is incorrect on several grounds. First, Van Gog and Sweller’s idea of “element interactivity” is not defined in a quantitative, measurable way. As a consequence, the idea is applied inconsistently in their literature review. Second, none of the experiments on retrieval practice with worked-example materials manipulated element interactivity. Third, Van Gog and Sweller’s literature review omitted several studies that have shown retrieval practice effects with complex materials, including studies that directly manipulated the complexity of the materials. Fourth, the experiments that did not show retrieval practice effects, which were emphasized by Van Gog and Sweller, either involved retrieval of isolated words in individual sentences or required immediate, massed retrieval practice. The experiments failed to observe retrieval practice effects because of the retrieval tasks, not because of the complexity of the materials. Finally, even though the worked-example experiments emphasized by Van Gog and Sweller have methodological problems, they do not show strong evidence favoring the null. Instead, the data provide evidence that there is indeed a small positive effect of retrieval practice with worked examples. Retrieval practice remains an effective way to improve meaningful learning of complex materials.

Keywords

Testing effect Retrieval practice Worked examples Complex learning Element interactivity 

Copyright information

© Springer Science+Business Media New York 2015

Authors and Affiliations

  1. 1.Department of Psychological Sciences, Purdue UniversityWest LafayetteUSA