2026 ASEE Annual Conference & Exposition

Retrieval practice, the active recall of previously learned information, has been widely documented in educational research to enhance long-term student learning more effectively than alternative study strategies. This strategy has been shown to be effective even with complex materials. Despite the supporting research, there is a relatively small volume of literature about the application of intentional retrieval practice in engineering education.

In this work, a junior-level embedded systems course was redesigned to incorporate retrieval practice in many formats, including use of white boards, retrieval trivia, brain dumps, and mastery-based quizzes in hopes of improving student learning. Recognizing that small sample sizes limit the measurement of student learning gains, this study is designed to address two key research questions about the introduction of retrieval practice in this course:
RQ1: Do students understand how to apply retrieval practice?
RQ2: Do students see value in using retrieval practice to study?

This paper reports on the change in perception across the semester for electrical and computer engineering students encountering intentional retrieval practice for the first time in an engineering class.