The Effect of Points in Retrieval Practice on Performance and Intrinsic Motivation

Abstract

Retrieval practice – the recall or retrieval of information from memory - is a powerful learning strategy, but students often choose less effective learning strategies like rereading over retrieval practice. Adding points to retrieval practice, as part of so-called gamification, may lead to better performance and increased motivation because points might function as a form of performance feedback and can make a task more interesting. The present study investigated the effect of points in retrieval practice on performance, retention, and intrinsic motivation. Additionally, it was tested if the effect of points on intrinsic motivation was different for people with a low and high performance during practice. A within-subject design was used in which 90 participants (aged 16 to 70) practiced French words in an online retrieval practice program both with and without points. An intrinsic motivation questionnaire was used to measure motivation for the different retrieval conditions. Retention was measured with a posttest. Results showed that points did not lead to better performance during practice nor better posttest retention. However, higher intrinsic motivation was reported in the points condition independent of low or high performance of participants. The findings add new insights in the implementation of points as a single game-element.