Students and instructors are looking for effective study and instructional strategies that enhance student achievement across a range of content and conditions. The current Special Issue features seven articles and one report, which used varied methodologies to investigate the benefits of practising retrieval and providing feedback for learning. This editorial serves as an introduction and conceptual framework for these papers. Consistent with trends in the broader literature, the research in this Special Issue goes beyond asking whether retrieval practice and feedback enhance learning, but rather, when, for whom, and under what conditions. The first set of articles examined the benefits of retrieval practice compared to restudy (i.e., the testing effect) and various moderators of the testing effect, including participants’ cognitive and personality characteristics (Bertilsson et al., 2021) as well as the timing of the practice test and sleep (Kroneisen & Kuepper-Tetzel, 2021). The second set of articles examined the efficacy of different types of feedback, including complex versus simple feedback (Enders et al., 2021; Pieper et al., 2021) and positively or negatively valenced feedback (Jones et al., 2021). Finally, the third set of articles to this Special Issue examined practical considerations of implementing both retrieval practice and feedback with educationally relevant materials and contexts. Some of the practical issues examined included when students should search the web to look for answers to practice problems (Giebl et al., 2021), whether review quizzes should be required and contribute to students’ final grades (den Boer et al., 2021), and how digital learning environments should be designed to teach students to use effective study strategies such as retrieval practice (Endres et al., 2021). In short, retrieval and feedback practices are effective and robust tools to enhance learning and teaching, and the papers in the current Special Issue provide insight into ways for students and teachers to implement these strategies.

学生和讲师正在寻找有效的学习和指导策略，以提高学生在各种内容和条件下的学习成绩。本期特刊以七篇文章和一份报告为特色，其中使用了多种方法来研究实践检索的好处并为学习提供反馈。这篇社论是这些论文的引言和概念框架。与更广泛文献的趋势一致，本期特刊的研究范围不仅限于询问检索实践和反馈是否可以增强学习，还可以询问何时，针对谁，在什么情况下进行。第一组文章研究了检索实践与重新研究（即测试效果）和各种测试效果主持人相比的好处，包括参与者的认知和人格特征（Bertilsson等人，2021年）以及练习测试和睡眠的时间（Kroneisen＆Kuepper-Tetzel，2021年）。第二组文章研究了不同类型的反馈的功效，包括复杂反馈与简单反馈（Enders等，2021； Pieper等，2021）以及正价或负价反馈（Jones等，2021）。最后，本期特刊的第三组文章探讨了在具有教育意义的材料和环境下实施检索实践和反馈的实际考虑。研究的一些实际问题包括学生何时应在网上搜索以找到解决实践问题的答案（Giebl等，2021年），是否应要求复习测验并有助于学生的最终成绩（den Boer等，2021），以及应如何设计数字学习环境来教导学生使用有效的学习策略，例如检索练习（Endres等，2021） ）。简而言之，检索和反馈实践是增强学与教的有效且强大的工具，本期特刊中的论文为学生和教师实施这些策略的方式提供了见识。