Memorizing plans with an app. Large individual differences in the effectiveness of retrieval-based and generative learning activities in a naturalistic context.

Autor/inn/en	Biedermann, Daniel; Breitwieser, Jasmin; Nobbe, Lea; Drachsler, Hendrik; Brod, Garvin
Titel	Memorizing plans with an app. Large individual differences in the effectiveness of retrieval-based and generative learning activities in a naturalistic context.
Quelle	In: Learning and individual differences, (2025) 118, Art. 102641, 14 S.Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.25656/01:33767 10.1016/j.lindif.2025.102641
URN	urn:nbn:de:0111-pedocs-337673
Schlagwörter	Lernen; Bildungsforschung; Mobiles Endgerät
Abstract	What are effective learning activities in mobile, real-world contexts? We compared three learning activities in a planning app for children. The activities differed in their intended cognitive engagement according to the ICAP framework: a passive reading activity, an active retrieval activity, and a generative activity. Children (N = 106, 9-14 years) used the app to memorize one plan per day for 27 days. Unexpectedly, neither the retrieval activity nor the generative activity was associated with better overall recall than the passive activity. However, time spent on these activities and reported positive attitudes toward them moderated their effectiveness. Motivational and developmental factors predicted time spent on the retrieval and generative activities, and time on task in turn predicted their effectiveness. These findings suggest that the effectiveness of learning activities in real-world contexts depends on the ability and willingness of learners to engage with them repeatedly over time. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3