Generation and Retrieval Practice Effects in the Classroom Using PeerWise

Matthew R. Kelley; Elizabeth K. Chapman-Orr; Susanna C Calkins; Robert J. Lemke

doi:10.1177/0098628319834174

Generation and Retrieval Practice Effects in the Classroom Using PeerWise

Matthew R. Kelley^*, Elizabeth K. Chapman-Orr, Susanna C Calkins, Robert J. Lemke

^*Corresponding author for this work

Searle Center for Advancing Learning and Teaching

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

The present study explored the generation and retrieval practice effects within a college classroom using a free, online tool called PeerWise (PW). PW allows students to create their own multiple-choice questions, share them with peers, and answer the shared questions written by their peers. Forty students from two sections of an upper level cognitive psychology course authored and answered multiple-choice questions as part of a semester-long assignment. Analyses showed reliable generation and retrieval practice effects following PW usage, along with a significant improvement in exam performance.

Original language	English (US)
Pages (from-to)	121-126
Number of pages	6
Journal	Teaching of Psychology
Volume	46
Issue number	2
DOIs	https://doi.org/10.1177/0098628319834174
State	Published - Apr 1 2019

Keywords

PeerWise
generation effect
retrieval practice

ASJC Scopus subject areas

Education
Psychology(all)

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