学习心理学概念时测验的适应性

IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
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引用次数: 0

摘要

背景在心理学领域,陈述性概念是需要学习的基础知识的核心组成部分。向学习者提供开放式的测验问题和纠正反馈(即练习测验)是增强对这些概念的保持和理解的一种有前途的方法。由于根据学习者的个体情况调整测验问题的复杂程度可以提高练习测验的效益,因此在以往的研究中,已经开发出了基于认知负荷评级和测验期间自我评估测验成绩的实时过程测量的调整方法。本研究的主要目的是比较这两种适应机制在通过练习测验学习陈述性心理学概念时的效果。测验问题的复杂程度或按照预设顺序增加,或取决于主观认知负荷、自我评估的测验成绩,或两者兼而有之。每当适应机制建议增加测验问题的复杂性/在预设顺序中增加测验问题的复杂性时,这些益处就会通过更高的知识水平来调节,从而提高测验成绩,而测验成绩反过来又会促进学习效果。结论这项研究表明,在学习陈述性心理学概念时,简单的认知负荷评级是调整练习测验的一个很有前途的基础。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.
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来源期刊
CiteScore
11.30
自引率
4.80%
发文量
109
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.
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