Cognitive psychological research from the last decades has shown that learning strategies that create desirable difficulties during learning, e.g., practice testing, are most effective for long-term learning outcomes. However, there is a paucity of research on how to effectively translate these insights into training students in higher education. Therefore, we designed an intervention program aiming to create awareness about, foster reflection on, and stimulate practice of effective learning strategies. In a first examination of the pilot intervention (N = 47), we tested the effects of the intervention on metacognitive knowledge and self-reported use of effective learning strategies during self-study, using a control-group mixed-methods design. The intervention program had positive effects on knowledge about effective learning strategies and increased the use of practice testing. Qualitative interview results suggested that to sustainably change students’ learning strategies, we may consider tackling their uncertainty about effort and time, and increase availability of practice questions.

过去几十年的认知心理学研究表明，在学习过程中产生理想困难的学习策略（例如练习测试）对于长期学习成果最为有效。然而，关于如何有效地将这些见解转化为对学生进行培训的研究很少。因此，我们设计了一项干预计划，旨在提高人们对有效学习策略的认识，促进反思并促进实践。在飞行员干预的第一次检查中（N = 47），我们使用对照组的混合方法设计，测试了干预对自我认知过程中元认知知识和有效学习策略自我报告使用的影响。干预计划对有效学习策略的知识产生了积极影响，并增加了实践测试的使用。定性的访谈结果表明，为了可持续地改变学生的学习策略，我们可以考虑解决他们关于努力和时间的不确定性，并增加练习题的可用性。