Do Individual Differences in Cognition and Personality Predict Retrieval Practice Activities on MOOCs?

Frontiers in Psychology

article

Daniel Fellman¹  Alisa Lincke²  Bert Jonsson¹ 

[1] Department of Applied Educational Science, Umeå University;Department of Computer Science and Media Technology, Linnaeus University

关键词: retrieval practice;    test-enhanced learning;    e-learning;    MOOC;    personality;    cognition;   

DOI  :  10.3389/fpsyg.2020.02076

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

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 ( n = 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.

【 授权许可】

CC BY