The quizzing effect depends on hope of success and can be optimized by cognitive load-based adaptation

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.