Lasting Learning DFG FOR 5254

Laursen and Fiacconi (2025) demonstrated that perceptual learning can influence JOLs for new material, even when prior learning occurred 24 hours earlier. Fluency derived from previous experience can bias metacognitive evaluations, leading to overconfidence in memory. doi.org/10.1037/cep0...

New study by @marinaklimovich.bsky.social & Tobias Richter from our @learningfor5254.bsky.social research group: Interleaved practice enhanced the acquisition of spelling rules in third graders and the combination with instructional guidance produced lasting transfer gains. #EduSky🔗 rdcu.be/eKh4Y

Üben im Mathematikunterricht – Konsolidierende Übungsformate und ihre lerntheoretische und empirische Fundierung - Unterrichtswissenschaft For decades, in German-speaking areas, well-founded recommendations for practice formats in the mathematics classroom have been available, and instructional models of practice are also examined in empirical research on learning and instruction. While empirical studies often focus on consolidating factual knowledge and skills, suggestions typically adopt a broader view of goals for practice: Consolidation then refers to both skills and conceptual understanding, often in connection with each other. This article discusses the research available as well as the possible implications for practice in mathematics classrooms and for desirable further research on practicing.For the design of practice phases, it is first necessary to specify the goals (especially mathematical concepts and mathematical procedures and strategies) and then identify the associated psychological types of knowledge (factual knowledge, skills, and understanding) and the function of the practicing (securing, flexibilizing, or deepening). These determinations then allow for the selection and design of suitable practice formats, of which the following five types—each with their theoretical foundation, empirical evidence, and considerations for practical implementation—are presented: (1) Retrieval practice, (2) distributed practice (primarily for declarative factual knowledge or simple skills), (3) interleaved practice with the implicit possibility for comparisons (especially for easily confusable facts or skills) or with explicit comparison prompts (also for more complex types of knowledge, such as procedural flexibility or understanding), (4) elaborative practice (with a focus on understanding), and (5) combinatory practice as an “intelligent” integration of multiple practice goals. While the first three practice formats have been systematically researched, the last two are more commonly found under the umbrella term “productive practice” in theoretically justifiable but less extensively studied practical recommendations.

Leuders & Loibl (2025) argue that effective math practice depends on aligning instructional formats with learning goals—retrieval, distributed, interleaved, elaborative, and combinatory practice each serving to secure, flexiblize, or deepen knowledge.
Check it out:
link.springer.com/article/10.1...

Our member @heikeruss.bsky.social from our #DFG #LastingLearning research group @learningfor5254.bsky.social presented one of our recent studies “When Does Learning by Non-Interactive Teaching Work?" at the 𝗔𝗤𝗨𝗔_𝗱 𝗖𝗼𝗻𝗳𝗲𝗿𝗲𝗻𝗰𝗲 at PH Karlsruhe
--> doi.org/10.1007/s106...

#EduSky
Übersetzung anzeigen

Die Unterstützung des Konsolidierens – eine zentrale, aber vernachlässigte Dimension von Unterrichtsqualität - Unterrichtswissenschaft Supporting consolidation, understood as the strengthening of declarative knowledge and the automation of procedural knowledge, represents a central dimension of teaching quality. Despite its importance, research on teaching quality has largely overlooked this aspect. This article brings together perspectives from educational psychology and subject-specific pedagogy to examine the key mechanisms of consolidation and to clarify its role in disciplinary learning processes. The analysis focuses on two main functions of consolidation: the stabilization of declarative knowledge and the optimization of procedural knowledge. From a subject-specific pedagogical perspective, the article presents instructional designs and task formats that effectively support these functions in classroom practice.The article concludes with a comparative analysis of the contributions in this thematic section. From the perspective of educational psychology, the mechanisms of consolidation are well understood, but their implementation in school settings remains insufficiently studied. From the perspectives of mathematics, language arts, and physical education pedagogy, consolidation appears as a highly relevant aspect of teaching and learning, but it remains theoretically and empirically underdeveloped. Future work should attend more closely to aligning consolidation practices with specific learning content, addressing students’ prior knowledge, and managing the frequency and intensity of consolidation opportunities in instruction.

Keller et al. (2025) argue that supporting consolidation—strengthening declarative and automating procedural knowledge—is a key yet neglected dimension of teaching quality 🧩.

Check it out using the following open access link:
doi.org/10.1007/s420...

Look like me or act like me? Charlotte Vössing presented a study about key features of model observer similarity to support students' situational interest in emotional design at the #PAEPS2025 conference at @uni-jena.de in collaboration with our @learningfor5254.bsky.social @dfg.de research group. ✨

Can the effects of generative drawing on lasting learning be optimized through integration of retrieval practice? Creating drawings to depict the content of an expository text triggers generative processes that contribute to the construction of coherent mental mod…

Kim et al. (2025) found that combining drawing with retrieval practice 🎨🧠—by having students first draw from memory and then revise with the text—did not enhance long-term learning compared to open-book drawing.

www.sciencedirect.com/science/arti...

At the #PAEPS2025 conference at @uni-jena.de @marinaklimovich.bsky.social from our research group on @learningfor5254.bsky.social presented 2 experiments on enhancing the acquisition of Japanese Hiragana through interleaved practice - showing lasting effects after 1 week. #EduSky @dgps.bsky.social

At the #PAEPS2025 conference in collaboration with our
@learningfor5254.bsky.social @dfg.de research group, Alina Roensch presented a study that investigated the effects of a closed- vs. pure-open book format on learning strategies and outcomes in journal writing.📖 @dgps.bsky.social @uni-jena.de

Interleaved practice enhances grammar skill learning for similar and dissimilar tenses in Romance languages Interleaved practice (or interleaving), the strategy of alternating between categories or concepts during study or practice, can enhance second langua…

New study
Pan et al. (2025) found that interleaving—mixing grammatical tenses during learning—enhanced verb conjugation, tense identification, and even language identification 🗣️ in Romance languages.

Check it out using the following access link:
www.sciencedirect.com/science/arti...

Are direct effects of cognitive activation on student outcomes enough? Exploring the role of adaptation and use of opportunities Although cognitive activation has been receiving growing scholarly attention, research findings on its contribution to student outcomes have been inco…

Charalambous et al. (2025) found that cognitive activation alone does not reliably improve student outcomes 🎓. Instead, students benefit most when cognitively activating instruction is both adapted to their needs and actively used.

www.sciencedirect.com/science/arti...

We had an insightful Lasting Learning symposium "Interleaved practice in meaningful learning" #EARLI2025 #Graz. ✨

📸 @veitkubik.bsky.social (discussant), T. Richter (chair), @marinaklimovich.bsky.social (2nd chair), @stevencpan.bsky.social, P. Babari, @lennartschalk.bsky.social

#DFG #EduSky

At our Lasting Learning symposium “Interleaved practice in meaningful learning” at #EARLI2025 #Graz, @marinaklimovich.bsky.social presented two studies on the benefits of interleaved practice for third graders learning German spelling rules. ✨

#DFG #EduSky

Pictured 📷: @marinaklimovich.bsky.social

At our Lasting Learning symposium on retrieval practice #EARLI2025 #Graz, @tinoendres.bsky.social et al. showed that emotional design + retrieval practice led to the strongest lasting learning. 💡
Also: laser pointer = top attention tool 🔎😄👍

#DFG #EduSky

Pictured 📸: Tino Endres

At #EARLI2025 #Graz, our @learningfor5254.bsky.social team member @marinaklimovich.bsky.social presented her poster on interleaved practice & learning Japanese Hiragana twice – the 2nd time with extra refreshments 🍹 and @dwayne7.bsky.social as the best poster stand ever. 😄

#DFG #EduSky

At #EARLI2025 #Graz, Maria Danzglock from our Lasting Learning DFG FOR 5254 research group presented an exploratory analysis on the synergies between interleaved practice and collaborative learning in physics education.

Thank you, Maria!

@learningfor5254.bsky.social
#DFG #EduSky

📸Symposium group

At our Lasting Learning DFG FOR 5254 symposium "Retrieval practice: How generalizable are the effects and how can they be optimized?" #EARLI2025 #Graz, Niklas Obergassel et al. showed that the sequence of generative & retrieval tasks made no difference for students’ learning outcomes.💡

#DFG #EduSky

At our Lasting Learning DFG FOR 5254 symposium on cognitive and motivational individual differences #EARLI2025 #Graz, Anne Ludwig presented her math studies with 4th graders & university students on worked examples & spacing.
Thank you, Anne! 😊
#DFG #EduSky

Anne Ludwig | Mirjam Ebersbach

In our lasting learning symposium “Cognitive and motivational individual differences in the effectiveness of desirable difficulties” at #EARLI2025 #Graz, @roman-abel.bsky.social showed that interleaved practice depends on students’ effort beliefs and goal orientation. ✨

#DFG #EduSky

We delivered a symposium on "Cognitive and motivational individual differences in the effectiveness of desirable difficulties" at #earli2025 - highlighting effort belief, goal orientation, and prior knowledge as important factors. Discussion slides here: linktr.ee/drckt
@learningfor5254.bsky.social

At #EARLI2025 #Graz, Dwayne Lieck @dwayne7.bsky.social from our Lasting Learning DFG FOR 5254 presented research on constructive retrieval in the physics curriculum. ✨

Thank you for the presentation, Dwayne! 😊

@learningfor5254.bsky.social
#DFG #EduSky

📸 @dwayne7.bsky.social

We had a great Lasting Learning DFG FOR 5254 symposium on generative activities and desirable difficulties at #EARLI2025 #Graz ! ✨

#DFG #EduSky

📸 @stevencpan.bsky.social , Seokyoung Kim, Logan Fiorella, @heikeruss.bsky.social, @veitkubik.bsky.social, @andreaslachner.bsky.social

Many thanks to @stevencpan.bsky.social for discussing our Lasting Learning DFG FOR 5254 symposium on generative activities and desirable difficulties at #EARLI2025 #Graz !✨

@learningfor5254.bsky.social
#DFG #EduSky

📸 @stevencpan.bsky.social

In our Lasting Learning symposium on generative learning and desirable difficulties at #EARLI2025, @heikeruss.bsky.social presented one of her classroom studies with secondary students (N = 317) on non-interactive teaching. 🦒 ✨

@learningfor5254.bsky.social
#DFG #EduSky

📸 @heikeruss.bsky.social

In our Lasting Learning DFG FOR 5254 symposium on generative activities and desirable difficulties at #EARLI2025 #Graz, Seokyoung Kim showed that combining generative drawing with retrieval practice can boost learning.💡

Thank you, Seo!😊

@learningfor5254.bsky.social
#DFG #EduSky

📸 Seokyoung Kim

In our Lasting Learning DFG FOR 5254 symposium on generative activities and desirable difficulties at #EARLI2025 #Graz, @veitkubik.bsky.social presented his research on journal writing with prompts. ✨

Thank you, Veit! 😊

@learningfor5254.bsky.social
#DFG #EduSky

📸 @veitkubik.bsky.social

In our Lasting Learning DFG FOR 5254 symposium “Enhancing Meaningful Learning through Generative Activities and Desirable Difficulties” at #EARLI2025 #Graz, Logan Fiorella presented exciting research on the effectiveness of explaining and drawing. ✨

@learningfor5254.bsky.social

📸 Logan Fiorella

Differential use and effectiveness of practice testing: Who benefits and who engages? Practice testing is an effective learning strategy, yet low-achieving students often underutilize it despite its benefits. This study investigates who…

New study
Schwerter et al. (2025) show that practice testing boosts math exam performance 📈, especially for students with moderate-to-high current achievement.

Check it out using the following access link:
www.sciencedirect.com/science/arti...

Multimethod assessment of self-regulated learning in primary, secondary, and tertiary education – A meta-analysis Self-regulated learning (SRL) can be measured in several ways, which can be broadly classified into online and offline instruments. Although both onli…

New study

Ruhl et al. 2025 conducted a meta-analysis showing that multimethod assessment of self-regulated learning across educational stages yields only modest correlations between instruments, with online-online combinations outperforming others.

www.sciencedirect.com/science/arti...

@marinaklimovich.bsky.social

➡️🔗 doi.org/10.1016/j.le...