The effects of embedded quizzes on self-regulated processes and learning performance during a multimedia lesson

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2024-11-11 DOI:10.1111/jcal.13083

Camille Tordet, Jonathan Fernandez, Eric Jamet

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引用次数: 0

Abstract

Background

Previous research has demonstrated that quizzing can improve self-regulation processes and learning performances. However, it remains unclear whether quizzes in multimedia material bring similar benefits, and whether interindividual differences such as working memory capacity (WMC) modulate quizzing effects.

Aims

This study aimed to examine the effects of embedded quizzes (multiple quizzes within the learning sequence) with feedback during a multimedia learning sequence on self-regulated processing (monitoring and control) and learning performances on repeated (material already tested) and new (untested) questions, and possible WMC moderation on performances.

Sample and Methods

Participants were 59 students who learned a multimedia neuroscience course module in either a no-quiz or embedded quizzes condition. With regard to self-regulated processing, control was assessed with eye-tracking measures (fixation durations and transitions between texts and illustrations), and monitoring by comparing self-reported judgements of learning with actual performances (calibration). At the end, students' WMC was measured, and learning performances were assessed with repeated and new questions.

Results

Quizzing improved learning performances on repeated and new questions, and enhanced monitoring (better calibration). Students with low WMC benefited more from quizzing for new questions than those with high WMC. However, contrary to our hypothesis, the embedded quizzes group allocated less time to the learning than the no-quiz group.

Conclusions

Embedded quizzes are relevant tools to help students recalibrate their monitoring process and foster more effective self-regulated learning. Results confirm that the use of quizzes can be recommended to improve the learning of multimedia material, especially among students with low WMC.

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背景以往的研究表明，测验可以改善自我调节过程和学习成绩。然而，多媒体材料中的测验是否会带来类似的益处，以及工作记忆能力（WMC）等个体间差异是否会调节测验效果，目前仍不清楚。研究目的本研究旨在探讨在多媒体学习序列中进行带反馈的嵌入式测验（在学习序列中进行多次测验）对自我调节加工（监测和控制）、重复（已测试过的材料）和新（未测试过的）问题的学习成绩的影响，以及工作记忆能力对学习成绩可能产生的调节作用。样本和方法参与者为59名学生，他们在无测验或嵌入测验的条件下学习了多媒体神经科学课程模块。在自我调节处理方面，通过眼动跟踪测量（定格持续时间以及文本和插图之间的转换）来评估控制情况，通过比较自我报告的学习判断和实际表现（校准）来评估监测情况。最后，对学生的 WMC 进行测量，并通过重复问题和新问题对学习表现进行评估。结果测验提高了重复问题和新问题的学习成绩，并加强了监测（更好的校准）。与 WMC 高的学生相比，WMC 低的学生从新问题测验中获益更多。然而，与我们的假设相反，嵌入式测验组分配给学习的时间少于无测验组。结论嵌入式测验是帮助学生重新调整其监控过程并促进更有效的自我调节学习的相关工具。结果证实，可以建议使用测验来提高多媒体材料的学习效果，尤其是对于学习能力差的学生。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope