The quizzing effect depends on hope of success and can be optimized by cognitive load-based adaptation. (February 2022) - Heitmann, Svenja
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. Highlights: The achievement motive hope of success moderates the benefits of quizzing. For learners with high hope of success, quizzing is more effective than note-taking. For learners with low hope of success, the benefits of quizzing diminish. Adapting quizzing based on cognitive load ratings increases the benefits of quizzing.