Reference : The quizzing effect depends on hope of success and can be optimized by cognitive load...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/47711

Title :	The quizzing effect depends on hope of success and can be optimized by cognitive load-based adaptation
Language :	English
Author, co-author :	Heitmann, Svenja []
	Grund, Axel [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
	Fries, Stefan []
	Berthold, Kirsten []
	Roelle, Julian []
Publication date :	In press
Journal title :	Learning and Instruction
Publisher :	Elsevier
Peer reviewed :	Yes (verified by ORBilu)
Audience :	International
ISSN :	0959-4752
City :	Oxford
Country :	United Kingdom
Keywords :	[en] Quizzing ; Achievement motives ; cognitive load ; Adaptation
Abstract :	[en] It is well established that quizzing fosters learning. However, some gaps in the literature relating to the fit of quizzing to learner characteristics and learner perceptions during quizzing still need to be addressed. The present study focuses on two of these aspects: achievement motives and perceptions of cognitive load. First, quizzing entails that learners’ performance is judged against some standard of excellence. This might make it appealing and effective for learners with high hope of success and low fear of failure in particular. Second, it is an open question whether providing quiz questions that are adapted to learners’ perceived level of cognitive load during quizzing would be beneficial. To address these questions, we randomly assigned learners to either non-adaptive quizzing, adaptive quizzing, or note-taking. We found that quizzing benefits concerning learning outcomes were moderated by hope of success. Furthermore, the adaptation via cognitive load ratings substantially increased the quizzing effect.
Funders :	German Federal Ministry of Education and Science (BMBF)
Target :	Researchers
Permalink :	http://hdl.handle.net/10993/47711
DOI :	10.1016/j.learninstruc.2021.101526
Other URL :	https://doi.org/10.1016/j.learninstruc.2021.101526

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