For generations, studying has largely followed the same formula. Read the textbook, highlight important sections, review class notes and repeat the process before an exam.
While these methods remain common, education researchers have increasingly questioned whether they are actually the most effective way to learn. Evidence accumulated over the past decade suggests that many of the study habits students rely on feel productive without necessarily improving long-term understanding.
A review published in Educational Psychology Review brings together the latest research on one technique that consistently outperforms many traditional approaches: retrieval practice. Often described as the “testing effect”, retrieval practice involves actively recalling information from memory rather than repeatedly reading or highlighting it. According to the review, this relatively simple change can produce substantial improvements in both learning and long-term retention.
The paper was led by Jeffrey D. Karpicke, Andrew C. Butler and colleagues, who examined how retrieval-based learning performs across different educational settings. Rather than evaluating a single classroom intervention, the researchers synthesised findings from recent experimental studies involving school pupils, university students and adult learners to understand when retrieval practice is most effective and why it works.
The review analysed more than 200 peer-reviewed experimental studies conducted over the past two decades. Across these studies, participants completed learning tasks under different conditions, with some groups repeatedly reviewing study material while others were required to actively retrieve information through quizzes, practice questions or free recall exercises. Researchers then compared how well participants retained and applied what they had learned after delays ranging from several days to several months.
One conclusion appeared remarkably consistent.
Students who regularly tested themselves remembered substantially more information than those who spent the same amount of time rereading notes. The advantage extended beyond simple memorisation. Retrieval practice also improved the ability to apply knowledge in unfamiliar situations, suggesting that recalling information strengthens understanding rather than merely reinforcing memory.
The timing of retrieval also mattered.
Short, low-stakes quizzes spread throughout the learning process consistently produced stronger outcomes than a single high-pressure examination at the end of a course. By repeatedly bringing information back into conscious memory, students appeared to build stronger and more durable neural connections, making future recall easier and more reliable.
Perhaps the most surprising finding was how many students underestimated the effectiveness of the technique.
Rereading notes often creates a feeling of familiarity, leading learners to believe they understand the material better than they actually do. Retrieval practice feels more difficult because it exposes gaps in knowledge. Ironically, that challenge appears to be precisely what makes it so effective. The temporary struggle involved in recalling information encourages deeper learning and highlights areas requiring additional attention.
The implications extend well beyond schools and universities.
Professional qualifications, workplace training and lifelong learning increasingly require people to master complex information over extended periods. Whether preparing for medical board examinations, legal admissions, accounting certifications or technical training, the same principles appear to apply. Learning is strengthened not simply by encountering information repeatedly, but by actively retrieving it from memory.
This perspective also aligns with changes taking place in modern education.
Digital learning platforms now make it easier to incorporate frequent quizzes, flashcards and adaptive assessments into everyday study routines. Rather than replacing teachers, these tools can provide immediate feedback while encouraging students to engage more actively with the material they are learning.
The review does not suggest that rereading textbooks or taking notes has no value. Both remain important components of effective study. Instead, the evidence points towards a more balanced approach in which reviewing information is regularly followed by opportunities to retrieve it without assistance. Even brief self-testing sessions can strengthen long-term retention more effectively than additional passive reading.
As education continues evolving alongside advances in technology and cognitive science, one lesson has become increasingly clear.
Learning is not determined simply by how much time students spend studying. It also depends on how they spend that time. Sometimes, the most effective way to remember something is not to read it again—but to close the book and see if you can recall it yourself.
Source Information
Study Title: Retrieval Practice and Meaningful Learning: A Review of the Evidence
Authors: Jeffrey D. Karpicke, Andrew C. Butler and colleagues
Journal: Educational Psychology Review
Year: 2025
