Do Individual Differences in Cognition and Personality Predict Retrieval Practice Activities on MOOCs?
Daniel Fellman1, Alisa Lincke2, Bert Jonsson1
1Department of Applied Educational Science, Umeå University, Umeå, Sweden.
Frontiers in Psychology
|October 5, 2020
Summary
Cognitively strong students are more likely to use optional online quizzes for better learning. Reasoning ability, not personality traits like need for cognition or grittiness, predicted quiz success in e-learning retrieval practice.
Area of Science:
- Educational Psychology
- Cognitive Science
- E-learning Research
Background:
- Retrieval practice via online quizzes enhances learning and long-term retention.
- The relationship between individual differences and engagement with e-learning retrieval practice is not well understood.
Purpose of the Study:
- To investigate how individual differences in cognitive ability and personality relate to the use and effectiveness of optional online quizzes in a Massive Open Online Course (MOOC).
Main Methods:
- 105 MOOC students completed a reasoning task and self-assessed personality measures (need for cognition, grittiness).
- Behavioral data on optional quiz usage and performance were collected.
- Between-group and within-group analyses were conducted to examine relationships.
Main Results:
- Higher cognitive ability (reasoning) was associated with increased use of optional quizzes.
- Reasoning ability significantly predicted quiz performance and processing speed among quiz-takers.
- Need for cognition and grittiness were not significantly related to retrieval practice activities.
Conclusions:
- Cognitive ability, specifically reasoning, is a key factor influencing engagement with and success in self-directed retrieval practice within e-learning environments.
- Personality traits like need for cognition and grittiness do not appear to be primary drivers for utilizing optional online quizzes for learning.
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