Memory for a dinosaur exhibit: retrieval-based practice vs. restudy

Retrieval-based practice (i.e., the testing effect) is a powerful strategy for improving learning and long-term memory retention. Although its benefits are well established across educational and laboratory settings, fewer studies have examined its effectiveness in informal educational settings such as museums. This study addressed that gap by comparing retrieval-based practice and restudy conditions for children learning dinosaur facts at a museum exhibit, using recall and recognition measures. Children aged 4 to 9 years (N = 149) were (1) randomly assigned to retrieval or restudy conditions during an on-site museum learning phase and (2) completed a delayed online memory assessment approximately one week later. Results showed that retrieval-based practice significantly improved recognition memory but did not improve free recall accuracy in children. There was no significant interaction between age and learning condition. The findings suggest that retrieval-based practice can enhance recognition of learned material in informal settings, though its effect on free recall may be limited in 4-9-year-old children. Adjusting retrieval-based learning strategies and testing formats to match children's developmental stages could help maximize learning benefits across educational contexts.