Individual Performance Feedback Promotes Retrieval Practice Across Prior Knowledge Levels

Abstract

This study aimed to examine whether individual performance feedback combined with retrieval practice influences students’ perceptions of its usefulness among learners with low and high prior knowledge. Retrieval practice is an effective study strategy that enhances long-term retention through active knowledge recall, although students often underestimate it and prefer passive strategies such as restudying. A total of 140 students participated, completing tests under both retrieval practice and restudy conditions. The results showed a significant effect in favor of retrieval practice on delayed tests. Furthermore, individual feedback positively influenced students’ beliefs about the strategy’s effectiveness, increasing its subsequent use. Regarding mental effort and judgments of learning, no significant findings were observed; however, feedback did enhance decisionmaking among those who experienced the testing effect, particularly in students with low prior knowledge. These findings suggest that providing individual performance feedback may help students better recognize the benefits of retrieval practice and promote more effective learning strategies.