🌟Our research group @learningfor5254.bsky.social is presenting an exciting symposium at #GEBF26 at #TUM in #München! Join us for “Toward Lasting Learning? Interdisciplinary Perspectives on Generative Learning, Retrieval Practice, and Interleaving”.

#LastingLearning #DFG #FOR5254 #EduSky

Without Integration, Everything Is Nothing: A Meta-Analysis of the Effectiveness of Instructional Support for Drawing-to-Learn - Educational Psychology Review Generative drawing, or drawing-to-learn, has been studied as an effective learning strategy primarily used in science learning. However, drawing can be cognitively demanding, requiring instructional s...

In a meta-analysis, Leutner and Biele (2025) from our @learningfor5254.bsky.social research group found that
instructional support for drawing-to-learn boosts comprehension only when it facilitates integration between verbal and pictorial representations. #EduSky #FOR5254
➡️ doi.org/10.1007/s106...

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Nemeth et al. (2025) from our @learningfor5254.bsky.social research group found that tailoring study sequences to individual confusion patterns did not outperform random interleaving, suggesting that adaptivity may not provide additional benefits. #EduSky #FOR5254
▶️ doi.org/10.1016/j.li...

Excited to share that @marinaklimovich.bsky.social from our research group presented a poster at the Society for Text and Discourse conference in Padova on how interleaved practice can enhance concept learning. Thank you @textdiscourse.bsky.social! #textdiscourse2025 #FOR5254 #EduSky

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New from our research group by @marinaklimovich.bsky.social & tobiasrichter.bsky.social : A prereg. study with 3rd graders shows that interleaved practice improves learning of German spelling rules over blocked practice—both immediately and after 8 weeks. #EduSky #FOR5254 🔗 doi.org/10.1016/j.le...

Judith Schweppe discussed the contributions of our first Core Symposium, offering insightful reflections on lasting learning. Thank you, Judith! @univie.ac.at @dgps.bsky.social #FOR5254 #DGPS #EduSky

We thank Seokyoung Kim for the insightful presentation on how the intergration of retrieval practice in generative drawing can enhance lasting learning in Physics. #DGPS #FOR5254 #EduSky @univie.ac.at @dgps.bsky.social

In the first Core Symposium, Lea Nemeth showed that interleaved practice outperformed blocked practice in boosting 3rd graders' conditional strategy knowledge in math, immediately and 16 weeks later, suggesting possible lasting effects. Thank you for the insightful presentation! #FOR5254 #DGPS

Mirjam Ebersbach et al. investigated whether providing worked examples during spaced practice enhances long-term learning in fourth graders learning multiplication. Thanks for the presentation on the #DGPS! #EduSky #FOR5254 @univie.ac.at @dgps.bsky.social

In the first presentation of the Core Symposium, Alexander Renkl talks about how the combination of retrieval practice and the prompting of self-explanations can promote comprehension and consolidation in Physics learning. Thank you! #DGPS #FOR5254 #EduSky @univie.ac.at @dgps.bsky.social

We're excited to be part of #DGPs2024 and will be presenting in three core symposia on lasting learning, organized by @tobiasrichter.bsky.social, Mirjam Ebersbach, and @veitkubik.bsky.social. Join us there! 😀 @dgps.bsky.social @univie.ac.at #DGPs #Wien #Vienna #DFG #FOR5254 #EduSky

➡️ Learn more here: doi.org/10.1080/0163...

#DFGResearchGroup, #FOR5254 #EduSky

GEBF2024 – Here we go! 😊
🎉 Join us for our symposium “Benefits of generative learning activities for creating lasting knowledge”!
🗓 Monday, 18th March 2024
🕒 13:10 – 14:50
📍 S19
We're looking forward to seeing you there!
#LastingLearning #FOR5254 #DFG
#gebf2024 @unipotsdam
#EduSky

The role of prior knowledge and need for cognition for the effectiveness of interleaved and blocked practice - European Journal of Psychology of Education Interleaved practice combined with comparison prompts can better foster students’ adaptive use of subtraction strategies compared to blocked practice. It has not been previously investigated whether a...

Lea Nemeth' & Frank Lipowsky's recent study on interleaved vs. blocked practice dynamics and the role of prior knowledge and cognitive need with 236 German third graders showed that interleaved practice improved adaptive subtraction strategies.📖🔢 #DFGResearchGroup, #FOR5254 Read more here:

Nachwuchspreis der Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs) für Marina Klimovich

🏆👏Congratulations to Marina Klimovich for winning the DGPs Young Talent Award for her outstanding work on metacognitive training and mindless reading!
#DFGResearchGroup, #FOR5254
Read more here!

Text Generation Benefits Learning: a Meta-Analytic Review - Educational Psychology Review Learning can be made more efficient when learners generate the to-be-learned text contents instead of passively receiving them. A multi-level meta-analysis was conducted to provide an overall estimate...

📕How to enhance text learning? Julia Schindler’ and Tobias Richter’s recent multi-level meta-analysis in Educational Psychology Review showed that
generation interventions outperform passive reading (Hedges’ g = .41). #DFGResearchGroup, #FOR5254
Learn more here:

FOR 5254 - DFG RESEARCH GROUP—LASTING LEARNING: COGNITIVE MECHANISMS AND EFFECTIVE INSTRUCTIONAL IMPLEMENTATION (FOR 5254)

🌐🎉 These were all 8 projects of our DFG research group #FOR5254! Our research journey continues: We look forward to discussing future findings and insights on lasting learning with you. 💡🔍  #LastingLearning #DFG #EduSky
▶️ Have a look at our research group: