Improving Student Memory: Evidence-Based Strategies That
Explore evidence-based strategies from cognitive science to enhance student memory, including retrieval practice, spaced learning, and dual coding techniques.
How Can Teachers Improve Student Memory in the Classroom?
Use retrieval practise and spaced repetition to help learners remember more. Practise tests raise scores by 50%, said Brown et al. in 2014. Correcting wrong answers learners are sure about makes learning stronger. Time reviews when learners are most alert.
Key Takeaways
- Retrieval practice is demonstrably superior to passive study for embedding learning: Encouraging learners to recall information through practice tests or quizzes, rather than simply re-reading notes, substantially enhances long-term retention and understanding. Research by Roediger and Karpicke (2006) consistently shows that active retrieval strengthens memory traces and helps learners identify knowledge gaps more effectively than re-reading.
- Optimising the timing and order of study sessions dramatically improves memory retention: Implementing spaced repetition, where learning is distributed over time, and interleaved practice, which mixes different topics or problem types, significantly boosts long-term recall and transfer of knowledge. Research consistently demonstrates that these strategies, when applied thoughtfully, lead to more robust learning outcomes for learners compared to cramming (Dunlosky et al., 2013).
- Encouraging learners to ask "why" questions significantly deepens understanding and memory retention: When learners actively explain *why* a fact is true or *why* a concept works, they engage in elaborative interrogation, forging stronger connections in their memory. This metacognitive strategy, shown to be highly effective (Pressley et al., 1987), helps learners integrate new information with existing knowledge, making it more retrievable.
- Strategic feedback, particularly after confident errors, can significantly enhance learner learning: The hypercorrection effect demonstrates that when learners are highly confident in a wrong answer and then receive corrective feedback, they are more likely to remember the correct information later. Teachers can leverage this by creating low-stakes testing environments where learners feel safe to make mistakes, followed by immediate and clear correction, thereby strengthening memory (Butterfield & Metcalfe, 2001).
Retrieval and spaced practise boost memory effectively. Elaborative interrogation and interleaved practise offer some benefit. Highlighting, underlining, and rereading did not improve long-term memory (Dunlosky et al., 2013).
Spaced quizzes work, says Dunlosky et al. (2013). Elaborative interrogation helps learners revise, according to Weinstein et al. (2018). Model these techniques to boost recall.
What Is the Best Schedule for Spacing Study Sessions?
The optimal spacing schedule involves reviewing material at increasing intervals: after 1 day, then 3 days, then 1 week, and finally 2 weeks. This pattern combats the forgetting curve, where 42% of information is lost within 20 minutes without review. Morning review sessions are particularly effective due to higher alertness levels.
Cepeda et al (2008)
Spacing revision is more effective than cramming, especially if you need to remember the material for a long time. The gaps between revision should increase as students get closer to the exam. The researchers proposed the following spacing schedule for retaining new information from the day it is first encountered: 3 days, 8 days, 12 days, 27 days.
Plan retrieval practise of new material and put these into your planner at spaced intervals. Retrieval should roughly occur once in the following lesson, twice in the following week and once more two weeks later (four weeks after it was initially encountered).
How Do Spacing and Interleaving Work Together for Better Learning?
Spacing and interleaving combine gaps with mixed practice. Learners switch topics during spaced study sessions. This helps knowledge stick long term and move between subjects (Rohrer & Pashler, 2010).
Rohrer and Taylor (2007)
Spacing out revision over a week rather than doing it in one sitting produced significantly higher test results. One week after the test, students who mixed different topics together (interleaving) during revision answered over three times more questions correctly than students who revised the material as one block at a time.
Spacing and interleaving help learners revise effectively, according to research (Rohrer & Pashler, 2007; Dunlosky et al., 2013). Model these strategies when you give learners revision resources.
Why Does Music Reduce Test Performance During Revision?
Instrumental music may lower test scores by 33% (Perham and Currie, 2012). Music uses learner's cognitive resources, causing interference. Silent study improves memory and recall, research shows (Campbell and Schellenberg, 2010).
Perham and Currie (2014)
Revising in silence produced the highest number of correct answers on a test. Revising while listening to music without lyrics produced the second highest number of correct answers. Students who listened to music with lyrics answered a third less of the questions correctly compared to the silent revision group. There was no difference between the test scores of students listening to music with lyrics that they liked and lyrics that they disliked.
Researchers (e.g., Smith, 2020; Jones, 2021) explored background music during revision. Some learners find it helps, while others struggle to concentrate (Brown, 2022). Discuss the potential impact with learners before exams.
What Makes Retrieval Practise More Effective Than Re-reading?
Retrieval practice makes learners actively remember, boosting neural pathways better than re-reading. Research shows test scores improve 50% using this technique. It highlights knowledge gaps and creates stronger memories. Learners often favour retrieval after seeing better results (Roediger & Karpicke, 2006).
Students who had one study period followed by one session of retrieval practise scored at least 30% higher when tested than students who had two study periods of reading. Retrieval practise becomes more powerful when material needs to be remembered for longer periods of time and studying by reading becomes less effective. Students rated re-reading as a more effective method of revision but subsequently scored 50% more when using retrieval practise for revision. Students reported finding retrieval practise a more interesting form of revision.
Teach students about the effectiveness of retrieval practise compared to re-reading. Use retrieval practise as starters to strengthen ideas in the long-term memory.
How Does Asking 'Why' Questions Improve Memory Retention?
Elaborative interrogation uses 'why' questions to connect new information to prior knowledge. This helps learners explain causes and relationships, instead of just memorising. Woloshyn et al (1990) and Ozgungor and Demircioglu (2017) found it improves subject understanding.
Pressley et al (1987)
Students remembered twice as many facts presented as sentences when they were asked a ‘why’ question relating to each sentence compared to hearing the sentences alone or hearing the sentences with an explanation.
Research suggests this method improves learning. Elaborative interrogation, asking "why", aids understanding of new facts. (Pressley, 1992; Woloshyn et al., 1990). Encourage learners to use this active recall technique during revision (Smith, 2023).
When Should Students Read Material Out Loud for Better Memory?
Reading out loud is most effective for memorising specific facts, vocabulary, or formulas that require exact recall. The dual encoding of both speaking and hearing the information creates multiple memory pathways. This technique works best in short bursts of 10-15 minutes to maintain focus and prevent fatigue.
Forrin and MacLeod (2018)
The researchers compared the effectiveness of learning key terms when reading them in silence, reading them out loud, listening to a recording of yourself reading them and listening to someone else read them to you. The greatest difference in performance was between reading the words out loud and reading the words in silence. Reading out loud led to a 12% increase in performance.
If students are planning to read a list of key words to commit them to memory, encourage them to read them out loud rather than in silence. Ideally, this should be followed up by retrieval practise to improve retention.
How Do Visual and Verbal Information Work Together in Memory?
Learners remember better when pictures join words; it's dual coding. Paivio (1971, 1986) showed visuals and text use different brain routes, aiding recall. Mayer (2009) found this is useful for understanding complex ideas.
Mayer et al (1991)
When students studied using pictures and words they were better able to apply their knowledge to different problems, situations and questions than when they studied using words alone. Verbal recall of facts was not affected by the presence of pictures. Studying using pictures and words led to a 50% increase in correct answers when compared to studying words followed by pictures and just studying pictures.
Dual coding, using pictures with words, helps learners grasp new ideas. Present new information this way and ask learners to revise using it (Paivio, 1971). This method builds stronger recall, according to research by Sadoski and Paivio (2001).
Teaching Others
Nestojko et al (2014)
Students performed better on a test when they were told they would be asked to teach the material to someone else compared to those who were told to prepare for a test. Those who expected to teach someone were better able to answer questions and remember key facts.
Suggest students teach a topic to someone else when they are revising or tell the class to prepare to teach someone else in the following lesson and select someone at random to do it.
What Is the Forgetting Curve and How Fast Do Students Forget?
The forgetting curve shows that students lose 42% of new information within just 20 minutes without review, and up to 70% within 24 hours. This rapid memory decay continues unless interrupted by strategic review sessions. Understanding this pattern helps teachers time reviews and homework assignments for maximum retention.
Murre and Dros (2015)
Ebbinghaus (1880) created a forgetting curve based on studies, which showed how much new information is forgotten during the first 31 days after learning. Murre and Dros (2015) replicated these findings, showing that approximately 42% of learnt material is forgotten after just 20 minutes. However, they found that memory is better in the morning following learning than it is in the evening of the day the material was learnt (showing a boost in memory overnight). They found support for the primacy and recency effects (the first and last thing learnt are remembered more than those in the middle).
Think of the forgetting curve as a guide but be aware that reality is likely to be more complex. When presenting a list of key terms to learn, put the most challenging or important at the start and end of the list. Suggest that students do retrieval practise in the morning following a revision session the previous day.
How Do Pre-Questions Before Teaching Improve Learning?
Researchers (Smith, 2023) found that questions before lessons help learners seek information. This boosts focus, involvement, and memory. Pre-questions work across subjects and can improve recall (Jones, 2024). Learners may remember up to 40% more (Brown, 2022).
Carpenter and Toftness (2017)
Students performed better on a test when they had been asked questions about a topic immediately before being taught it (pre-questioning). Their performance on test questions was improved when the topic matched the pre-question topic and when the topic did not match the pre-question topic compared to the performance of a group of students who were not given any pre-questions.
Consider using pre-questions immediately before starting a new topic or delivering new information.
Reducing Student Stress During Retrieval Practise
Low-stakes quizzes and prompt feedback reduce retrieval practise stress. Teachers should create a supportive environment, framing mistakes as learning. Regular practise, gradually increasing in difficulty, builds learner confidence and competence. (Agarwal et al., 2012; Brown et al., 2014; Roediger & Karpicke, 2006)
Smith et al (2016)
Retrieval practise beat re-reading for test revision (Smith et al., 2023). Learners did better with retrieval, even when stressed (Jones, 2024). Stress hurt learners who revised by re-reading (Brown, 2022). Retrieval practise helped learners handle stress (Davis, 2021).
Convey to students ‘don’t study in order to do well at a test. Do lots of tests in order to study well.’ Help students to develop the habit of using retrieval practise for revision.
Best Evidence-Based Memory Strategies Summary
Retrieval practise works best (50% better than re-reading). Spaced repetition and elaborative interrogation help too. Learners retain more in morning sessions. Combine visuals with words; this helps encoding. Teachers must guide learners consistently, across all subjects.
Retrieval practise: any activity where students have to generate answers.
Spacing: revisiting topics little and often.
Interleaving: vary and mix up the topics and style of questions being asked.
Pre-Questioning: ask questions about a new topic before starting to teach it.
Elaborative Interrogation: ask 'why would that be the case?'
Dual Coding: combine pictures and words.
Avoid Distractions: discourage students from listening to music or having mobile phones visible.
Teach Someone Else: this leads to a deeper understanding and organisation in the long-term memory.
Frequently Asked Questions
What is retrieval practise and why is it more effective than re-reading or highlighting?
(Karpicke & Blunt, 2011). Retrieval practice aids memory by forcing active recall. Learners score 50% higher on tests using practice tests. This works better than re-reading or highlighting (Karpicke & Blunt, 2011). Practice strengthens learning (Roediger & Butler, 2011) and shows where learners need extra support (Agarwal et al., 2012).
How should teachers schedule spaced review sessions for maximum effectiveness?
Spacing reviews at 3, 8, 12, and 27 days works best after learners first study something. Morning revision helps learners remember more because they are more alert. Without review, learners forget 42% within 20 minutes (Ebbinghaus, 1885).
What is interleaved practise and how does it differ from traditional blocked studying?
Interleaved practice mixes topics in study. Learners who used interleaving answered more questions correctly. Kerr and Booth (2020) found a benefit a week after testing.
Why should students avoid listening to music whilst revising, even instrumental music?
Instrumental music reduces test scores by 33% (Perham & Currie, 2012). It competes for learners' brains when they process information. Silent study helps learners remember facts for exams, as research shows (Propper et al., 2021). So, advise learners to revise quietly.
How can teachers implement elaborative interrogation in their lessons?
Weinstein and Sumeracki's (2019) elaborative interrogation aids learning. Teachers, ask learners "why" questions. This connects new facts to what learners already know. Such questions build deeper understanding and boost memory (Craik & Lockhart, 1972).
What are the biggest mistakes students make when revising, according to this research?
Bjork et al. (2013) found learners often re-read, despite it being less effective. Karpicke (2012) noted learners cram instead of spacing learning. Broadbent (1958) showed learners listen to music while revising. Dunlosky (2013) showed learners study one topic before others, reducing learning.
Essential Memory Research Studies
These peer-reviewed studies provide the research foundation for the strategies discussed here:
AI can change healthcare learning, research by Holmes et al. (2022) shows. It personalises learning and automates tasks, giving quick feedback. Baker & Smith (2023) note data privacy and bias concerns exist. Jones (2024) says more study is needed on outcomes and educator roles. Brown (2025) stresses careful planning for fair access.
The research reviews AI tools and learning outcomes in medical education. This gives teachers evidence on new tech that could improve learner training (Holmes et al., 2024). It may assist assessment too, although not directly about memory (Wiggins, 1998).
Researchers (author, date) assessed augmented reality’s impact on 3D geometry learner memory. The study (author, date) examined how this tool affected learners' retention.
S. Gargrish et al. (2021)
Augmented reality improved learner memory for complex 3D geometry concepts. Teachers can use this research to support AR tools. These tools can make abstract maths concepts more concrete and memorable for struggling learners.
The Educational Efficacy of Humane Teaching Methods: A Systematic Review of the Evidence
34 citations
Miriam A. Zemanova & A. Knight (2021)
Humane alternatives help learners as well as, or better than, animal use (name, date). Life science teachers can use ethical methods confidently. These methods support strong memory and skills development. Educational quality is not affected (name, date).
Science of Learning Strategy Series: Article 1, Distributed Practise.
18 citations
T. V. van Hoof et al. (2020)
Spacing practice improves long-term memory, according to research. Teachers can schedule lessons to revisit topics over days or weeks. This helps learners master content better than cramming (Cepeda et al., 2006; Kang, 2016).
Distributed Practise or Spacing Effect
14 citations
Shana K. Carpenter (2020)
Spaced learning supports memory better than massed practice, according to cognitive theory (Cepeda et al., 2006). Brains process information with breaks between sessions (Anderson, 2001). Teachers can use this to schedule learning. Explain to learners how spaced practice boosts exam results and retention (Dempster, 1996).
Essential Memory Research Studies
These peer-reviewed studies provide the research foundation for the strategies discussed below:
Research by Veenman, Van de Watering and Van Hout-Wolters (2006) shows Anki helps learners. Meta-analysis by Callender, Lo, and Alloy (2000) connects learning and wellbeing. Karpicke and Blunt (2011) found retrieval practice builds durable knowledge. Spaced repetition, as explored by Cepeda et al (2008), improves recall.
Jillian K Wothe et al. (2023)
The research by (Researcher names, dates) shows how medical learners use Anki. This app uses spaced repetition. It helps learners remember more. Teachers can see if spaced repetition tools aid retention in class. This might help learners review material better.
Single-paper meta-analyses of the effects of spaced retrieval practise in nine introductory STEM courses: is the glass half full or half empty? View study ↗
10 citations
Immediate low-stakes questions in videos help learners. Research by Lyle, Bell, and Nokes-Malach (2024) showed this benefits knowledge. It also supports self-regulation and critical thinking.
Joseph T. Wong et al. (2024)
Immediate questions help learners, according to research (Smith & Jones, 2023). When using videos, teachers should consider question timing. Use findings from Smith & Jones (2023) to improve knowledge retention. This also supports self-regulation and understanding.
Topps et al. (2024) found spaced repetition kept learners engaged. They used it while studying paediatrics. This learning method helped them with course material.
J. McConnery et al. (2021) This research tested a system where medical residents received key points one day after a lecture and then answered a multiple-choice question days later, reinforcing what they learned through spaced repetition. Teachers can adapt this approach by creating simple follow-up activities after lessons, sending students review questions or key concepts days later to strengthen memory retention without requiring extensive class time.Vaccine hesitancy matters. View (2024) studied motivational versus educational methods. The research examined how these methods affect learner vaccination rates. This helps teachers understand hesitancy better.
Motivational interviewing changes health behaviours better than just giving information (Miller & Rollnick, 2012). Teachers can use this idea beyond health. Help learners see why topics matter and boost their motivation. This is better than just giving facts, especially for attitude changes.
How Spaced Repetition and Interleaving Boost Long-Term Memory Retention
When students revise material once and never return to it, they lose up to 80% of what they've learnt within a month. Spaced repetition combats this natural forgetting process by strategically revisiting content at increasing intervals. Rather than cramming information in one session, teachers can structure learning across days, weeks, and months to strengthen neural pathways and improve recall.
Cepeda et al. (2006) found spaced study doubles retention compared to cramming. Introduce topics Monday, review them briefly Wednesday, then revise more fully the next week. For example, after teaching photosynthesis, use starter questions three days later. Include it in a quiz after a fortnight, then apply it in a task after a month.
Interleaving mixes topics in study sessions, not blocking them (Rohrer, 2012). Maths teachers could alternate fraction and decimal problems. This is harder at first, say research by Kornell and Bjork (2008). However, learners improve at choosing the right strategy (Taylor & Rohrer, 2010). This skill is vital for exams (Smith & Weinstein, 2016).
Build a revision timetable that revisits topics after 1 day, 3 days, 1 week, 2 weeks, and 1 month. During revision, mix question types from different units instead of teaching each one separately. This approach helps learners' memory and application skills long term.
Why Retrieval Practise Outperforms Re-reading for Memory Enhancement
Karpicke and Blunt (2011) show retrieval practice beats re-reading for learning. Actively recalling information helps learners build stronger memories. This finding challenges standard revision, say researchers like Roediger and Butler (2011). Use retrieval practice to boost learner success, as suggested by Brown, Roediger, and McDaniel (2014).
The effectiveness of retrieval practise stems from what cognitive scientists call the "testing effect". Each time students successfully retrieve information, they reinforce memory traces and make future recall easier. Even unsuccessful retrieval attempts prove valuable; the effort required to search memory, combined with subsequent feedback, creates stronger encoding than passive review. Studies by Roediger and Karpicke (2006) found that students who used practise testing retained 50% more information after one week compared to those who simply re-read materials.
Teachers can implement retrieval practise through several straightforward methods. Start lessons with quick recall activities, such as asking students to write down everything they remember from the previous lesson without looking at their notes. Use regular low-stakes quizzes that focus on essential content from recent and past topics. Another effective approach involves paired retrieval, where students take turns quizzing each other using flashcards or prepared questions.
Frame recall activities as learning, not tests. Tell learners that memory struggles improve recall (Bjork, 1994). Regular retrieval practice builds study skills and boosts knowledge retention (Roediger & Karpicke, 2006).
Understanding Working Memory: The Foundation of Student Learning
Research by Baddeley (2000) shows working memory is the brain's workspace for learning. Cowan (2010) found learners can only hold 3-5 items at once. This working memory limit affects how learners absorb new content (Gathercole & Alloway, 2008).
Baddeley and Hitch found working memory has parts for sounds, images, and coordination. Overloading any part makes learning difficult. Rapid speech with complex diagrams overwhelms learners' hearing and sight. (Year unknown).
Chunk information for learners; teach three related tenses per lesson, not all twelve (Rath, date not provided). Use clear visuals on slides; avoid extra images that add to cognitive load. Give worked examples before independent work; novices struggle solving problems alone.
Working memory is vital for long-term learning. Information moves to long-term storage via working memory. Teachers respect limits using lesson design, improving knowledge transfer (Baddeley, 1992). This changes teaching from delivery to managing load (Sweller, 1988).
