Retrieval practice has been established in the learning sciences as one of the most effective strategies to facilitate robust learning in traditional classroom contexts. The cognitive theory underpinning the "testing effect" states that actively recalling information is more effective than passively revisiting materials for storing information in long-term memory. We document the design, deployment, and evaluation of an Adaptive Retrieval Practice System (ARPS) in a MOOC. This push-based system leverages the testing effect to promote learner engagement and achievement by intelligently delivering quiz questions from prior course units to learners throughout the course. We conducted an experiment in which learners were randomized to receive ARPS in a MOOC to track their performance and behavior compared to a control group. In contrast to prior literature, we find no significant effect of retrieval practice in this MOOC environment. In the treatment condition, passing learners engaged more with ARPS but exhibited similar levels of knowledge retention as non-passing learners.
Original languageEnglish
Title of host publicationLAK'18 Proceedings of the 8th International Conference on Learning Analytics and Knowledge
Place of PublicationNew York
PublisherAssociation for Computing Machinery (ACM)
Pages1-10
Number of pages10
ISBN (Print)978-1-4503-6400-3
DOIs
StatePublished - 2018
EventLAK 2018 - Sydney, Australia
Duration: 7 Mar 20189 Mar 2018

Conference

ConferenceLAK 2018
CountryAustralia
CitySydney
Period7/03/189/03/18

    Research areas

  • Retrieval Practice, Testing Effect, Experiment, Knowledge Retention

ID: 36754547