Abstract
Recent findings have provided strong evidence that retrieval-based learning is an effective strategy for enhancing knowledge retention and long-term meaningful learning, but it is not a preferred learning strategy for the majority of students. The present research analyzes the application of learning gamification principles in online, open-book, multiple-choice tests in order to motivate students to engage in repeated retrieval-based learning activities. The results reveal a strong positive correlation between the number of successful retrieval attempts in these tests that cover content from the course textbook, and long-term knowledge retention as demonstrated in a live, final, closed-book, cumulative exam consisting of multiple-choice, labeling, definitions, and open-ended questions covering the content of both textbook readings and lectures. The presented results suggest that online, open-book tests designed using gamification principles, even when covering partial course content and one type of questions, are an effective strategy for using educational technology to motivate students to repeatedly engage in retrieval-based learning activities and improve long-term knowledge retention, regardless of the course delivery mode.
Highlights
Regardless delivery mode, the challenge often encountered by the author as an instructional designer is to devise instructional strategies that motivate students to study frequently and not procrastinate
These courses are typically offered in a traditional face-to-face format and experience large enrollment numbers, the combination of which can pose a challenge for effective and efficient formative assessment and feedback, which are essential to supporting learning success
If we shift the focus from assessment to learning, online, open-book tests have promising applications
Summary
Regardless delivery mode (face-to-face, blended, or online), the challenge often encountered by the author as an instructional designer is to devise instructional strategies that motivate students to study frequently and not procrastinate This is important for student success in content-heavy courses such as first- or second-year science courses, which usually cover a broad range of declarative knowledge and numerous concepts as a foundation for further studies. Recent findings have provided strong evidence that practicing active retrieval (recall) enhances long-term memory and long-term meaningful learning, supporting the claim that these types of learning strategies could be more effective than many currently popular “active learning” strategies (Blunt & Karpicke, 2011). There is strong evidence supporting its effectiveness, research shows that retrieval is still not a learning strategy of choice for the majority of students, nor are they aware of its positive effects (Karpicke, 2012)
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