Skip the reading assignment: Effective and efficient learning with only practice and feedback

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Abstract
A large body of existing research indicates that practice after an initial reading improves learning outcomes and is more beneficial than rereading. But can practice with feedback be effective even without upfront reading? Across three laboratory studies (n = 1,554), participants learned the same amount from practice with feedback regardless of whether they did the introductory reading or not, and they saved 60% of time when skipping the reading. These results suggest that if students have the opportunity to practice and receive feedback on their performance, additional passive instruction like textbook reading may be redundant and inefficient. Students might be better off focusing on practice and feedback for robust and efficient learning.