Date

3-10-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Laura Mansfield

Keywords

artificial intelligence, retrieval practice, self-efficacy, task value

Disciplines

Education | Online and Distance Education

Abstract

The purpose of this quantitative quasi-experimental study was to determine if a significant difference exists in college students perceived task value and self-efficacy when using different forms of retrieval practice enhanced with or without artificial intelligence. This study is important because task value and self-efficacy may have an impact on student motivation and engagement; therefore, the study adds to the literature demonstrating that retrieval practice can help improve active, rather than passive learning. The sample was composed of 140 undergraduate students enrolled in a hybrid health science course at a large university in the Midwest. After participants completed their assigned intervention and one module of instruction that spanned over two weeks, data was collected using the Motivated Strategies for Learning Questionnaire. The results of a multivariate analysis of variance indicate there is no significant difference on college students perceived task value and self-efficacy for learning and performance based on retrieval practice method. Task value and self-efficacy are both motivational constructs that are multidimensional and therefore encompass various cognitive, emotional, and behavioral factors; understanding these variables are critical for more optimally designing curriculum and instruction in higher education. Future research should include a mixed methods design to refine the procedures and observe effects over a longer timeframe.

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