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Answer First or Google First? Using the Internet in Ways That Enhance, Not Impair, One's Subsequent Retention of Needed Information

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Title: Answer First or Google First? Using the Internet in Ways That Enhance, Not Impair, One's Subsequent Retention of Needed Information
Language: English
Authors: Giebl, Saskia (ORCID 0000-0002-3071-2880), Mena, Stefany, Storm, Benjamin C., Bjork, Elizabeth Ligon, Bjork, Robert A.
Source: Psychology Learning and Teaching. Mar 2021 20(1):58-75.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Internet, Retention (Psychology), Information Needs, Cognitive Processes, Recall (Psychology), Problem Solving, Technology Uses in Education, Pretests Posttests, Undergraduate Students, Programming
Geographic Terms: California (Los Angeles)
DOI: 10.1177/1475725720961593
ISSN: 1475-7257
Abstract: Technological advances have given us tools--Google, in particular--that can both augment and free up our cognitive resources. Research has demonstrated, however, that some cognitive costs may arise from our reliance on such external memories. We examined whether pretesting--asking participants to solve a problem before consulting Google for needed information--can enhance participants' subsequent recall for the searched-for content as well as for relevant information previously studied. Two groups of participants, one with no programming knowledge and one with some programming knowledge, learned several fundamental programming concepts in the context of a problem-solving task. On a later multiple-choice test with transfer questions, participants who attempted the task before consulting Google for help out-performed participants who were allowed to search Google right away. The benefit of attempting to solve the problem before googling appeared larger with some degree of programming experience, consistent with the notion that some prior knowledge can help learners integrate new information in ways that benefit its learning as well as that of previously studied related information.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1288079
Database: ERIC
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Technological advances have given us tools--Google, in particular--that can both augment and free up our cognitive resources. Research has demonstrated, however, that some cognitive costs may arise from our reliance on such external memories. We examined whether pretesting--asking participants to solve a problem before consulting Google for needed information--can enhance participants' subsequent recall for the searched-for content as well as for relevant information previously studied. Two groups of participants, one with no programming knowledge and one with some programming knowledge, learned several fundamental programming concepts in the context of a problem-solving task. On a later multiple-choice test with transfer questions, participants who attempted the task before consulting Google for help out-performed participants who were allowed to search Google right away. The benefit of attempting to solve the problem before googling appeared larger with some degree of programming experience, consistent with the notion that some prior knowledge can help learners integrate new information in ways that benefit its learning as well as that of previously studied related information.
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