The DOI matches its Crossref record; 17 of the 17 references it cites were found in a registry or an index.
Enhanced Memory as a Common Effect of Active Learning
Open accessAbstract
Despite widespread consensus among educators that active learning leads to better outcomes than comparatively passive forms of instruction, it is often unclear why these benefits arise. In this article, we review research showing that the opportunity to control the information experienced while learning leads to improved memory relative to situations where control is absent. By integrating findings from a wide range of experimental paradigms, we identify a set of distinct mechanisms that mediate these effects, including the formation of distinctive sensorimotor associations, elaborative encoding due to goal‐directed exploration, improved co‐ordination of selective attention and encoding, adaptive selection of material based on existing memory, and metacognitive monitoring. Examining these mechanisms provides new insights into the effects of active learning, including how different forms of active control lead to improved outcomes relative to more traditional, passive instruction.
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Cites
Active learning increases student performance in science, engineering, and mathematics
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1319030111 · Cited by 9,787
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“Some researchers have argued that placing control in students’ hands forces them to engage in unnecessary search at the expense of meaningful learning (Kirschner et al., 2006; Mayer, 2004).”
BackgroundDoes Active Learning Work? A Review of the Research
Prince, M. (2004) · Journal of Engineering Education · doi:10.1002/j.2168-9830.2004.tb00809.x · Cited by 7,334 · cited 1×
“This difficulty is underscored by ongoing debates over the merits of active learning relative to guided instruction (Kirschner, Sweller, & Clark, 2006; Mayer, 2004; Prince, 2004) and attempts to create precise taxonomies of active behaviors and their predicted effects on learning (Chi, 2009).”
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The power of testing memory: Basic research and implications for educational practice
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Cited by
Hartikainen, S., Rintala, H., Pylväs, L., & Nokelainen, P. (2019) · Education Sciences · doi:10.3390/educsci9040276 · Cited by 299
The Multifaceted Role of Self‐Generated Question Asking in Curiosity‐Driven Learning
Kedrick, K., Schrater, P., & Koutstaal, W. (2023) · Cognitive Science · doi:10.1111/cogs.13253 · Cited by 29
Tutoring for success: empowering graduate nurses after failure on the NCLEX-RN
Lutter, S. L., Thompson, C. W., & Condon, M. C. (2017) · Journal of Nursing Education · doi:10.3928/01484834-20171120-11 · Cited by 9
ManyClasses 2: The effects of prequestions on media interactions and learning.
Motz, B. A., Chinni, A., de Leeuw, J. R., Jankowski, H. E., Aggarwal, A., Amato, M., Berlin, K., Britten, K., Brown, A., Cerchiaro, M. L., et al. (2026) · Journal of Educational Psychology · doi:10.1037/edu0000978 · Cited by 1
Metadata
- Authors
- Markant, D. B., Ruggeri, A., Gureckis, T. M., & Xu, F.
- Venue
- Mind, Brain, and Education
- Publisher
- Wiley
- Published
- 2016-07-13
- Volume
- 10
- Issue
- 3
- Pages
- 142-152
- ISSN
- 1751-2271 (ISSN-L)
- 1751-228X
- OpenAlex
- W2469052862
- Cited by
- 166
- References
- 17
- FWCI
- 6.46
- Type
- journal article
- Language
- en
- Open access
- green
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
