High Element Interactivity Information During Problem Solving may Lead to Failure to Obtain the Testing Effect

Wayne Leahy*, José Hanham, John Sweller

*Corresponding author for this work

    Research output: Contribution to journalArticle

    41 Citations (Scopus)

    Abstract

    The testing effect occurs when learners who are tested rather than relearning material perform better on a final test than those who relearn. Based on cognitive load theory, it was predicted that the testing effect may not be obtained when the material being learned is high in element interactivity. Three experiments investigated conditions of the phenomenon using school students aged 8 to 9 years learning to interpret and use a bus table. Results from Experiments 1 and 2 indicated a reverse testing effect on an immediate test. Experiment 3 was similar to Experiments 1 and 2 but had a 1-week delayed test which showed no significant effect. It was suggested that the failure to obtain a testing effect was determined by the high levels of element interactivity of the material that had to be learned.

    Original languageEnglish
    Pages (from-to)291-304
    Number of pages14
    JournalEducational Psychology Review
    Volume27
    Issue number2
    DOIs
    Publication statusPublished - 26 Jun 2015

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