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RESEARCH PRODUCT
Do Individual Differences in Cognition and Personality Predict Retrieval Practice Activities on MOOCs?
Bert JonssonDaniel FellmanAlisa Linckesubject
Need for cognitioncognitionE-learning (theory)media_common.quotation_subjectlcsh:BF1-990MOOCretrieval practice050105 experimental psychologyTask (project management)03 medical and health sciences0302 clinical medicinePersonalityPsychology0501 psychology and cognitive sciencesEducational SciencesGritResearch questionGeneral Psychologye-learningmedia_commonOriginal ResearchPsykologiMassive open online course05 social sciencestest-enhanced learningCognitionlcsh:PsychologypersonalityPsychology030217 neurology & neurosurgeryUtbildningsvetenskapCognitive psychologydescription
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.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2020-08-01 | Frontiers in psychology |