The Effects of Rapid Assessments and Adaptive Restudy Prompts in Multimedia Learning

We investigated the effects of rapid assessment tasks and different adaptive restudy prompts in multimedia learning. The adaptivity was based on rapid assessment tasks that were interspersed throughout a multimedia learning environment. In Experiment 1 (N = 52 university students), we analyzed to wh...

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Bibliographic Details
Published in:Educational Technology ＆ Society 2015-10, Vol.18 (4), p.185-198
Main Authors: Renkl, Alexander, Skuballa, Irene T, Schwonke, Rolf, Harr, Nora, Leber, Jasmin
Format: Article
Language:English
Subjects:
Adaptation
Assessments
College Students
Colleges & universities
Computer Assisted Instruction
Cues
Education
Educational environment
Educational psychology
Educational technology
Instructional Effectiveness
Learning
Learning procedures
Learning rate
Likert Scales
Methods
Mitosis
Multimedia
Multimedia Instruction
Multimedia materials
Outcomes of education
Posttests
Pretests Posttests
Prior learning
Review (Reexamination)
Student Evaluation
Students
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Summary:We investigated the effects of rapid assessment tasks and different adaptive restudy prompts in multimedia learning. The adaptivity was based on rapid assessment tasks that were interspersed throughout a multimedia learning environment. In Experiment 1 (N = 52 university students), we analyzed to which extent rapid assessment tasks were reactive (i.e., whether these tasks change what should be measured) and, thus, had per se positive effects on learning. In Experiment 2 (N = 41 university students), we analyzed the advantages and disadvantages of specific and unspecific restudy prompts (i.e., focus on a very specific piece of knowledge or on the corresponding knowledge sub-area). We found no reactivity associated with the assessment tasks. Most specific knowledge gaps could be closed by either type of prompt. However, unspecific prompts fostered the overall learning outcomes more than specific prompts. The present adaptation procedure is a good starting point for developing powerful adaptation mechanisms.
ISSN:1176-3647
1436-4522
1436-4522