Fellman Daniel, Lincke Alisa, Jonsson Bert
Department of Applied Educational Science, Umeå University, Umeå, Sweden.
Department of Computer Science and Media Technology, Linnaeus University, Växjö, Sweden.
Front Psychol. 2020 Aug 18;11:2076. doi: 10.3389/fpsyg.2020.02076. eCollection 2020.
Online quizzes building upon the principles of retrieval practice can have beneficial effects on learning, especially long-term retention. However, it is unexplored how interindividual differences in relevant background characteristics relate to retrieval practice activities in e-learning. Thus, this study sought to probe for this research question on a massive open online course (MOOC) platform where students have the optional possibility to quiz themselves on the to-be-learned materials. Altogether 105 students were assessed with a cognitive task tapping on reasoning, and two self-assessed personality measures capturing need for cognition (NFC), and grittiness (GRIT-S). Between-group analyses revealed that cognitively high performing individuals were more likely to use the optional quizzes on the platform. Moreover, within-group analyses ( = 56) including those students using the optional quizzes on the platform showed that reasoning significantly predicted quiz performance, and quiz processing speed. NFC and GRIT-S were unrelated to each of the aforementioned retrieval practice activities.
基于检索练习原则的在线测验对学习有有益影响，尤其是对长期记忆。然而，相关背景特征的个体差异与电子学习中的检索练习活动之间的关系尚未得到探索。因此，本研究试图在大规模开放在线课程（MOOC）平台上探究这个研究问题，在该平台上学生可以选择对所学材料进行自我测验。总共105名学生接受了一项测试推理能力的认知任务评估，以及两项自我评估的人格测量，以测量认知需求（NFC）和坚毅性（GRIT-S）。组间分析表明，认知表现高的个体更有可能使用平台上的可选测验。此外，在包括那些使用平台上可选测验的学生在内的组内分析（n = 56）中，推理能力显著预测了测验成绩和测验处理速度。NFC和GRIT-S与上述任何一项检索练习活动均无关联。
