The effects of rapid assessments and adaptive restudy prompts in multimedia learning.

Autor/inn/en	Renkl, Alexander; Skuballa, Irene T.; Schwonke, Rolf; Harr, Nora; Leber, Jasmin
Titel	The effects of rapid assessments and adaptive restudy prompts in multimedia learning.
Quelle	In: Journal of educational technology & society, 18 (2015) 4, S. 185-198Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Adaptives Testen; Multimedia; Lernen; Lernumgebung; Unterweisung; Benutzerführung; Computerunterstütztes Verfahren; Hochschulausbildung
Abstract	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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3