Memorizing plans with an app: Large individual differences in the effectiveness of retrieval-based and generative learning activities in a naturalistic context

What are effective learning activities in mobile, real-world contexts? We compared three learning activities in a planning app for children. The activities differed in their intended cognitive engagement according to the ICAP framework: a passive reading activity, an active retrieval activity, and a generative activity. Children ( N = 106, 9–14 years) used the app to memorize one plan per day for 27 days. Unexpectedly, neither the retrieval activity nor the generative activity was associated with better overall recall than the passive activity. However, time spent on these activities and reported positive attitudes toward them moderated their effectiveness. Motivational and developmental factors predicted time spent on the retrieval and generative activities, and time on task in turn predicted their effectiveness. These findings suggest that the effectiveness of learning activities in real-world contexts depends on the ability and willingness of learners to engage with them repeatedly over time. • We compared three app-based activities designed to help children memorize plans. • The activities comprised passive reading, immediate recall, and a generative task. • Different learning activities were effective for different children. • Individual differences were related to time on task, motivation, and grade level. • The findings suggest that the actual cognitive engagement with activities is key.