The Effectiveness of Microlearning and Spaced Repetition in Knowledge Retention Across Different Age Groups: A Comparative Analysis of Cognitive Performance and Memory Consolidation

Abstract

This study examines the effectiveness of microlearning and spaced repetition techniques on knowledge retention across three distinct age groups: young adults (18-25 years), middle-aged adults (35-50 years), and older adults (65 years and older). Using a mixed-methods experimental design with 240 participants, this study investigates how age-related cognitive changes affect learning outcomes when employing contemporary pedagogical approaches. Participants took part in structured learning sessions that incorporated microlearning modules and spaced repetition algorithms across four knowledge domains. The results show significant age-related differences in retention rates, with young adults demonstrating optimal performance in microlearning conditions (retention rate: 87.3%), middle-aged adults thriving in combined microlearning-spaced repetition protocols (retention rate: 82.1%), and older adults benefiting the most from extended spaced repetition intervals (retention rate: 74.6%). These findings have important implications for educational technology design, corporate training programs, and lifelong learning initiatives, highlighting the need for age-adaptive learning architectures in contemporary educational contexts.