{"title":"学习心理学概念时测验的适应性","authors":"","doi":"10.1016/j.learninstruc.2024.102028","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>In the domain of psychology, declarative concepts are a core component of the foundational knowledge that is to be learned. A promising means to enhance retention and comprehension of such concepts is to provide learners with open-ended quiz questions and corrective feedback (i.e., practice quizzing). As adapting quiz question complexity to the individual learners can increase the benefits of practice quizzing, in previous research adaptations based on the real-time process measures of cognitive load ratings and of self-assessed quizzing performance during quizzing have been developed. To date, however, it is unclear whether and, if so, why the two types of adaptation differ in their effectiveness.</div></div><div><h3>Aims</h3><div>The main goal of the present study was to compare the two adaptation mechanisms in learning declarative psychology concepts via practice quizzing.</div></div><div><h3>Sample</h3><div>Participants were <em>N</em> = 177 university students.</div></div><div><h3>Methods</h3><div>After watching an e-lecture on new declarative psychology concepts, the learners were randomly assigned to either note-taking or to responding to quiz questions. The complexity of the quiz questions was increased either according to a preset sequence, or dependent on subjective cognitive load, self-assessed quizzing performance, or both.</div></div><div><h3>Results</h3><div>Cognitive-load-adapted quizzing was most effective. These benefits were mediated via higher levels of knowledge whenever increases in quiz question complexity were suggested by the adaptation mechanism/took place in the preset sequence, which fostered quizzing performance, which, in turn, fostered learning outcomes.</div></div><div><h3>Conclusions</h3><div>This study shows that simple cognitive load ratings are a promising basis for adapting practice quizzing in learning declarative psychology concepts.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7000,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Adaptation of quizzing in learning psychology concepts\",\"authors\":\"\",\"doi\":\"10.1016/j.learninstruc.2024.102028\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>In the domain of psychology, declarative concepts are a core component of the foundational knowledge that is to be learned. A promising means to enhance retention and comprehension of such concepts is to provide learners with open-ended quiz questions and corrective feedback (i.e., practice quizzing). As adapting quiz question complexity to the individual learners can increase the benefits of practice quizzing, in previous research adaptations based on the real-time process measures of cognitive load ratings and of self-assessed quizzing performance during quizzing have been developed. To date, however, it is unclear whether and, if so, why the two types of adaptation differ in their effectiveness.</div></div><div><h3>Aims</h3><div>The main goal of the present study was to compare the two adaptation mechanisms in learning declarative psychology concepts via practice quizzing.</div></div><div><h3>Sample</h3><div>Participants were <em>N</em> = 177 university students.</div></div><div><h3>Methods</h3><div>After watching an e-lecture on new declarative psychology concepts, the learners were randomly assigned to either note-taking or to responding to quiz questions. The complexity of the quiz questions was increased either according to a preset sequence, or dependent on subjective cognitive load, self-assessed quizzing performance, or both.</div></div><div><h3>Results</h3><div>Cognitive-load-adapted quizzing was most effective. These benefits were mediated via higher levels of knowledge whenever increases in quiz question complexity were suggested by the adaptation mechanism/took place in the preset sequence, which fostered quizzing performance, which, in turn, fostered learning outcomes.</div></div><div><h3>Conclusions</h3><div>This study shows that simple cognitive load ratings are a promising basis for adapting practice quizzing in learning declarative psychology concepts.</div></div>\",\"PeriodicalId\":48357,\"journal\":{\"name\":\"Learning and Instruction\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.7000,\"publicationDate\":\"2024-10-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Instruction\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0959475224001555\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224001555","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Adaptation of quizzing in learning psychology concepts
Background
In the domain of psychology, declarative concepts are a core component of the foundational knowledge that is to be learned. A promising means to enhance retention and comprehension of such concepts is to provide learners with open-ended quiz questions and corrective feedback (i.e., practice quizzing). As adapting quiz question complexity to the individual learners can increase the benefits of practice quizzing, in previous research adaptations based on the real-time process measures of cognitive load ratings and of self-assessed quizzing performance during quizzing have been developed. To date, however, it is unclear whether and, if so, why the two types of adaptation differ in their effectiveness.
Aims
The main goal of the present study was to compare the two adaptation mechanisms in learning declarative psychology concepts via practice quizzing.
Sample
Participants were N = 177 university students.
Methods
After watching an e-lecture on new declarative psychology concepts, the learners were randomly assigned to either note-taking or to responding to quiz questions. The complexity of the quiz questions was increased either according to a preset sequence, or dependent on subjective cognitive load, self-assessed quizzing performance, or both.
Results
Cognitive-load-adapted quizzing was most effective. These benefits were mediated via higher levels of knowledge whenever increases in quiz question complexity were suggested by the adaptation mechanism/took place in the preset sequence, which fostered quizzing performance, which, in turn, fostered learning outcomes.
Conclusions
This study shows that simple cognitive load ratings are a promising basis for adapting practice quizzing in learning declarative psychology concepts.
期刊介绍:
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.