Date of Award

5-2026

Degree Name

Doctor of Philosophy

Department

Psychology

First Advisor

Heather McGee, Ph.D.

Second Advisor

Alan Poling, Ph.D.

Third Advisor

Kate Martini, Ph.D.

Fourth Advisor

Yngvi Einarsson, Ph.D.

Keywords

Fluency bulding

Abstract

Online learning has become integral to higher education, with enrollment steadily increasing over the past decade and accelerating during the COVID-19 pandemic. Research highlights the importance of flexibility, learner autonomy, and self-regulated learning skills in this environment, with studies demonstrating that strategies such as mastery-based, self-paced instruction, fluency training, and timely feedback support student engagement and academic success. Early work adapting personalized instruction for online use (Pear & Crone-Todd, 1999) and subsequent studies on fluency practice (Quigley et al., 2018; Urbina et al., 2019) emphasize how these supports can improve concept retention. Despite these advances, more quantitative research is needed to objectively measure how integrated instructional tools impact learning outcomes in U.S. higher education. The current study aims to extend this work by examining how incorporating fluency-building quizzes into an undergraduate psychology course influences students’ engagement and academic performance.

Access Setting

Dissertation-Open Access

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