The Effect of Retrieval Practice on Motivation: Retrieval Practice Without Feedback Increases the Likelihood of Choosing to Review over Taking a Break

Background. Retrieval practice is a potent learning task that can enhance long-term retention, and potentiate learning during subsequent restudy. However, little is known about the effects that retrieval practice can have on students’ motivation. Aims. In two pre-registered experiments, we investigated the effect of retrieval practice on motivation. Sample. Sixty-eight, and 165 undergraduate Psychology students participated in Experiment 1 and 2, respectively. Methods. Participants studied a list of foreign language vocabulary word pairs under one of three conditions. In the study-once condition, participants studied the list and then did not engage in further study (Experiment 1), or they studied a filler list first followed by the criterion list (Experiment 2). In the restudy condition, participants studied the list twice. In the retrieval condition, participants studied the list once and then they received a test. Subsequently, all participants were provided the choice to spend the next three minutes before a final test on either reviewing the vocabulary list or taking a break. Results and Conclusions. In Experiment 1, we found no effect of learning task on participants’ willingness to further engage in the learning activity when given the choice. In Experiment 2, using a comparable design, a larger sample size, and equating for time on task, we found that retrieval practice during learning increased participants’ likelihood of choosing to review learning materials during a free period. Exploratory analysis of participants’ reasons for choosing to review suggested that the increased likelihood to persist in learning was the result of enhanced (achievement) motivation.