Adaptation of quizzing in learning psychology concepts

Obergassel, N.; Heitmann, S.; Grund, A.; Fries, S.; Berthold, K.; Roelle, J.

Abstract

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.