2025/07/28 by Kit W. Cho, Kelsey Johnson · 2 voices
Computer Science · Neuroscience · Psychology · #Innovative Teaching and Learning Methods #Intelligent Tutoring Systems and Adaptive Learning #Mind wandering and attention
paper · doi:10.1080/20445911.2025.2539286
openalex publication_date 2025/07/28 · openalex created_date 2025/10/10 · openalex updated_date 2026/06/15
Students often report feeling bored and engaging in multitasking during learning, which are linked to lower academic achievement. Research indicates that retrieval practice is an effective strategy for enhancing learning. The present study investigated whether the detrimental effects of experiencing boredom and a preference for multitasking can be mitigated using retrieval practice. Students learned Chinese-English translations through retrieval practice or restudy, then completed boredom and multitasking questionnaires before a final memory test. Translations learned through retrieval practice were remembered better than those via restudy, demonstrating a robust testing effect. The testing effect was larger for students who tend to experience more boredom and indicated a stronger preference for multitasking. In addition, these two traits predicted the testing effect. These findings suggest that retrieval practice improves learning by maintaining student engagement during the task. Retrieval practice offers a scalable, cost-effective way to boost learning in students prone to boredom and multitasking.