Given the growing interest in retrieval practice among educators, it is valuable to know when retrieval practice does and does not improve student learning—particularly for educators who have limited classroom time and resources. In this literature review, we developed a narrow operational definition for “classroom research” compared to previous reviews of the literature. We screened nearly 2000 abstracts and systematically coded 50 experiments to establish a clearer picture of benefits from retrieval practice in real world educational settings. Our review yielded 49 effect sizes and a total n = 5374, the majority of which (57%) revealed medium or large benefits from retrieval practice. We found that retrieval practice improved learning for a variety of education levels, content areas, experimental designs, final test delays, retrieval and final test formats, and timing of retrieval practice and feedback; however, only 6% of experiments were conducted in non-WEIRD countries. Based on our review of the literature, we make eight recommendations for future research and provide educators with a better understanding of the robust benefits of retrieval practice across a range of school and classroom settings.

鉴于教育工作者对检索练习的兴趣日益浓厚，因此了解检索练习何时能改善学生的学习并不能改善学生的学习非常有价值，尤其是对于课堂时间和资源有限的教育者而言。在这篇文献综述中，与先前文献综述相比，我们为“课堂研究”制定了一个狭窄的操作定义。我们筛选了将近2000个摘要，并对50个实验进行了系统编码，以更清晰地了解现实世界中的检索实践所带来的收益。我们的审查产生了49种效果大小，总共n = 5374，其中大多数（57％）揭示了从检索实践中获得的中等或较大收益。我们发现，检索实践改善了各种教育水平，内容领域，实验设计，最终测试延迟，检索和最终测试格式以及检索实践和反馈时间的学习；但是，只有6％的实验是在非WEIRD国家进行的。根据对文献的回顾，我们为以后的研究提出了八项建议，并向教育工作者更好地了解了在各种学校和教室环境中检索实践的强大优势。