Retrieval practice, spacing, feedback, and multisensory learning are the most effective learning strategies we know of today that can optimize learning. Their benefits on memory and learning have previously been shown using traditional pen-and-paper approaches, but little is known about their ability to enhance memory in non-traditional, under-explored, and real-world learning contexts such as mobile applications. Study 1 filled this knowledge gap by conducting a meta-analysis on the effectiveness of mobile learning applications and found a strong effect size (g = 0.88, 95% CI [0.62, 1.14]) for mobile applications on learning, as well as a strong effect size (g = 0.95, 95% CI [0.56, 1.34]) for learning outcomes using mobile applications that featured retrieval practice. Retrieval practice specifically has also been shown to aid memory in other under-explored contexts, such as during stress, where it is shown to have protective effects. To date, few studies have adequately investigated its protective benefits in general and for other real-life stressors, like test anxiety. Study 2 conducted a meta-analysis to determine whether retrieval practice can make memory less sensitive to the detrimental effects of stressors. Study 2 found moderate evidence for retrieval practice compared to restudy in stress situations (g = 0.45, 95% CI [0.19, 0.71]), though the effect of the stressor was not confirmed overall. Study 3 experimentally tested whether learning with retrieval practice can protect memory against the detrimental effects of test anxiety by subjecting participants to evaluative or control testing conditions. Results showed that retrieval practice was effective regardless of evaluative condition, though the effect of the test anxiety induction was again unsupported. Together, these results highlight a complex interplay among learning strategies and stress and advance our understanding of how these different factors and contexts shape memory.