This study investigated whether an instructional intervention can increase students’ self-regulated use of retrieval practice in a higher education classroom environment. A lab-experiment by Ariel and Karpicke (2017) revealed that strategy instructions improved students’ self-regulated use of retrieval practice and subsequent test performance. Our goal was to determine whether these effects generalize to a classroom environment using key concepts from marketing communication. We compared two groups on their self-regulated use of retrieval practice using an online environment. An experimental group (n = 58) received strategy instructions on retrieval practice and a control group (n = 58) received neutral instructions. Instructions were provided during sessions 1 and 2; no instructions were provided in a third, transfer session, measuring self-regulated use of retrieval practice. In sessions 1 and 2, no significant differences between groups were found. In the transfer session, the experimental group tested themselves more (Hypothesis 1) and displayed a larger number of (correct) retrieval attempts per key concept (Hypothesis 2) than the control group. No correlations were found with performance (Hypothesis 3). With our experiment, we took a first step in supporting students in their self-regulated use of retrieval practice in a classroom environment with complex materials.

这项研究调查了教学干预是否可以提高学生在高等教育课堂环境中对检索练习的自我调节使用。Ariel和Karpicke（2017）进行的一项实验室实验表明，策略指导改善了学生对检索练习和后续测试表现的自我调节使用。我们的目标是使用市场营销传播中的关键概念来确定这些影响是否可以推广到教室环境中。我们比较了两组使用在线环境对检索实践的自我调节使用。实验组（n  = 58）收到了有关检索实践的策略说明，对照组（n = 58）收到中立指令。在第一和第二节中提供了说明；在第三次转移课程中未提供任何说明，该课程衡量了对检索实践的自我调节使用。在第1和第2节中，各组之间没有发现显着差异。在转移过程中，实验组比对照组进行了更多的自我测试（假设1），并且每个关键概念（假设2）显示出更多的（正确）检索尝试。没有发现与表现的相关性（假设3）。通过我们的实验，我们迈出了第一步，支持学生在教室里使用复杂材料进行自我调节的检索练习使用。