It is well established that quizzing fosters learning. However, some gaps in the literature relating to the fit of quizzing to learner characteristics and learner perceptions during quizzing still need to be addressed. The present study focuses on two of these aspects: achievement motives and perceptions of cognitive load. First, quizzing entails that learners' performance is judged against some standard of excellence. This might make it appealing and effective for learners with high hope of success and low fear of failure in particular. Second, it is an open question whether providing quiz questions that are adapted to learners’ perceived level of cognitive load during quizzing would be beneficial. To address these questions, we randomly assigned learners to either non-adaptive quizzing, adaptive quizzing, or note-taking. We found that quizzing benefits concerning learning outcomes were moderated by hope of success. Furthermore, the adaptation via cognitive load ratings substantially increased the quizzing effect.

众所周知，测验促进学习。然而，文献中关于测验与学习者特征和学习者在测验过程中感知的契合度的一些差距仍然需要解决。本研究侧重于其中两个方面：成就动机和认知负荷的看法。首先，测验要求根据某些优秀标准来判断学习者的表现。这可能使其对成功希望很高但对失败的恐惧较低的学习者具有吸引力和有效性。其次，提供适合学习者在测验期间感知的认知负荷水平的测验问题是否有益，这是一个悬而未决的问题。为了解决这些问题，我们将学习者随机分配到非自适应测验、自适应测验或记笔记。我们发现，关于学习成果的测验收益受到成功希望的影响。此外，通过认知负荷评级的适应大大增加了测验效果。