The expectation of having to teach increases retention and comprehension


A study published in the Journal of Experimental Psychology: Applied provides the following findings:

The present experiments tested for benefits when students simply prepared to teach another student and found that preparing to teach (vs. preparing to test) led to better performance on test items measuring both memory for text and comprehension from text for the “teacher.”

What does that imply exactly? They show that the mere thought of having to teach a subject enhances retention by a significant amount. It is not necessary for your participants to actually teach.

Reminds me of the quote from Albert Einstein:

If you can't explain it simply, you don't understand it well enough.

So how can you apply this to your own Livecases?

You could tell your players that at the end of the section, they will need to present a summary to the rest of class? Good news is, if you run out of time, and can't do it, the positive effect expecting to teach will still work!

A person trying to teach another person!



Author: Denis

Denis Duvauchelle focuses on User Experience, Gamification (Research & Implementation). He loves making the best experience for educational simulations, both creation and using.

Published: 1/24/2021

This website uses cookies for authentication, security, analytics...View Cookie Policy