Can Generative Learning Tasks be Optimized by Incorporation of Retrieval Practice

Generative tasks foster the integration of new idea units into coherent mental representations. However, they scarcely foster the consolidation of the new knowledge in memory. Hence, a promising means to optimize generative tasks is incorporating retrieval practice into them. A viable means to do so is implementing generative tasks in a closed-book style in which learners cannot access the learning material while working on the task. We investigated the effects of such closed-book generative tasks in comparison to open-book ones. Furthermore, we analyzed whether a closed/open switch style, in which learners could flexibly switch between the two styles, would be superior to both a pure closed- and a pure open-book style. We found that a closed-book style slightly hindered generative activities but not learning outcomes in comparison to an open-book style. The closed/open switch style yielded better learning outcomes than both a pure closed- and pure open-book style.