Editing Testing effect (section)

=== Complex materials ===
Some researchers have applied aspects of [[Cognitive load|cognitive load theory]] to suggest the testing effect may disappear with increasing task difficulty due to increased element interactivity.<ref>{{Cite journal|last1=van Gog|first1=Tamara|last2=Sweller|first2=John|date=2015-06-01|title=Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases|url=https://doi.org/10.1007/s10648-015-9310-x|journal=Educational Psychology Review|language=en|volume=27|issue=2|pages=247–264|doi=10.1007/s10648-015-9310-x|issn=1573-336X|hdl-access=free|hdl=1765/92178|s2cid=145345472}}</ref> This has been addressed in the literature with studies that show complex learning is benefitted by retrieval practice.<ref>{{Cite journal|last1=Karpicke|first1=Jeffrey D.|last2=Aue|first2=William R.|date=June 2015|title=The Testing Effect Is Alive and Well with Complex Materials|url=http://link.springer.com/10.1007/s10648-015-9309-3|journal=Educational Psychology Review|language=en|volume=27|issue=2|pages=317–326|doi=10.1007/s10648-015-9309-3|s2cid=34064308|issn=1040-726X|url-access=subscription}}</ref> Further research has demonstrated that higher-order retrieval does not need to be based on a lower-level factual recall, and that from the beginning of the learning period, both should be combined for best effect.<ref>{{Cite journal |last=Agarwal |first=Pooja K. |date=February 2019 |title=Retrieval practice & Bloom's taxonomy: Do students need fact knowledge before higher order learning? |journal=Journal of Educational Psychology |language=en |volume=111 |issue=2 |pages=189–209 |doi=10.1037/edu0000282 |s2cid=91176973 |issn=1939-2176|doi-access=free }}</ref>