How the amount and spacing of retrieval practice affect the short- and long-term retention of mathematics knowledge
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Non-randomized interventions, assessed using ROBINS-I, showed moderate to low risks, particularly regarding participant selection and confounding variables.
“Non-randomized interventions, assessed using ROBINS-I, showed moderate to low risks, particularly regarding participant selection and confounding variables (Lyle et al., 2020;Taveira-Gomes et al., 2015).”
From Systematic Review of the Effectiveness of Neurodidactic Spaced Learning Strategies in Long-Term Memory (2026) · cites this paper as Lyle et al., 2020
Several studies employed within-subject designs to control for individual student variability.
“Furthermore, several studies employed within-subject designs to control for individual student variability, effectively comparing massed versus distributed retrieval practice within the same cohorts of engineering, medicine, and language students”
From Systematic Review of the Effectiveness of Neurodidactic Spaced Learning Strategies in Long-Term Memory (2026) · cites this paper as Lyle et al., 2020
In studies such as Lyle et al. (2020) and Taveira-Gomes et al. (2015), the lack of formal randomization introduced potential confounding variables-such as prior knowledge or varying levels of baseline cognitive load-which may have interacted with the spacing effect.
“In studies such as those of Lyle et al. (2020) and Taveira-Gomes et al. (2015), the lack of formal randomization introduced potential confounding variables-such as prior knowledge or varying levels of baseline cognitive load-which may have interacted with the spacing effect.”
From Systematic Review of the Effectiveness of Neurodidactic Spaced Learning Strategies in Long-Term Memory (2026) · cites this paper as Lyle et al., 2020
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The science of effective learning with spacing and retrieval practice
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Spaced Retrieval Practice Imposes Desirable Difficulty in Calculus Learning
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“This is consistent with the idea that spacing induces desirable difficulty, as argued in a prior study of precalculus (Lyle et al., 2020; see also Rohrer & Taylor, 2006).”
BackgroundResultInfluentialSelf-citationThe benefits of successive relearning on multiple learning outcomes.
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“College students in a pre-calculus course showed a significant improvement in an exam the next semester when quiz questions also contained questions from past learning objectives rather than focusing on only the current objectives (Hopkins et al. , 2016; Lyle et al. , 2020).”
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The Distributed Practice Effect on Classroom Learning: A Meta-Analytic Review of Applied Research
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“…preceding 10 years likely add valuable information relevant to the application of distributed practice to classroom learning (e.g., Barzagar Nazari & Ebersbach, 2019a; Barzagar Nazari & Ebersbach, 2019b; Foot-Seymour et al., 2019; Greving & Richter, 2021; Lyle et al., 2019; Svihla et al., 2017).”
Bego, C. R., Lyle, K. B., Ralston, P. A. S., Immekus, J. C., Chastain, R. J., Haynes, L. D., Hoyt, L. K., Pigg, R. M., Rabin, S. D., Scobee, M. W., et al. (2024) · International Journal of STEM Education · doi:10.1186/s40594-024-00468-5 · Cited by 12 · see citing works
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Testing the testing effect with advanced materials while accounting for individual differences
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Silva Sánchez, M., Lainez Quinde, G. A., & Zambrano Vélez, W. A. (2026) · Education Sciences · doi:10.3390/educsci16060962
“Non-randomized interventions, assessed using ROBINS-I, showed moderate to low risks, particularly regarding participant selection and confounding variables (Lyle et al., 2020; Taveira-Gomes et al., 2015).”
Influential
- Authors
- Lyle, K. B., Bego, C. R., Hopkins, R. F., Hieb, J. L., & Ralston, P. A. S.
- Affiliations
- University of Louisville (US)
- Corresponding author
- Lyle, Keith B.
- Venue
- Educational Psychology Review
- Published
- 2019-06-06
- Volume
- 32
- Issue
- 1
- Pages
- 277-295
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W2949036105
- Cited by
- 103
- References
- 45
- Citations by year
- 2026: 9 · 2025: 22 · 2024: 29 · 2023: 10 · 2022: 14 · 2021: 8 · 2020: 9 · 2019: 2
- FWCI
- 4.78
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychology Review (publishedVersion)
- Funders
- National Science Foundation (NSF DUE-IUSE 1609290)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Keywords
- retrieval practice, spacing effect, memory retention, mathematics learning, precalculus, engineering students, long-term retention
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