The quizzing effect depends on hope of success and can be optimized by cognitive load-based adaptation |
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| Institution: | 1. Julius-Maximilians-Universität Würzburg, Germany;2. Otto-Friedrich-Universität Bamberg, Germany;1. Bradford Institute for Health Research, Bradford, West Yorkshire, UK;2. School of Languages, Cultures and Societies, University of Leeds, Leeds, UK;3. School of Psychology, University of Leeds, Leeds, UK;4. Department of Paediatric Neurology, Sheffield Children''s Hospital NHS Foundation Trust, Ryegate Children''s Centre, Tapton Crescent Road, Sheffield, UK;5. National Centre for Optics, Vision and Eye Care, University of South-Eastern Norway, Kongsberg, Hasbergs Vei 36, 3616, Norway;1. University of Fribourg, Fribourg, Switzerland;2. Department of Psychology, Stockholm University, Stockholm, Sweden;3. Department of Psychology, Bielefeld University, Bielefeld Germany;4. Humboldt-Universitätzu Berlin, Berlin, Germany |
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| Abstract: | 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. |
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| Keywords: | Quizzing Test-enhanced learning Achievement motives Cognitive load Adaptation |
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