This study examined whether perceived information value functions as a proximal evaluative process in the association between learners’ dispositional need for cognition (NFC) and online task performance. The purpose of this study is to identify designable levers that complement trait-level predictors in digital learning environments.
A mediation model was tested with 192 undergraduate students in a simulated online learning environment. NFC, perceived information value and performance on a statistics quiz were assessed during a single session. Perceived information value was operationalized using an adapted information management quality (AIMQ) framework that captures accessibility, appropriateness, believability and relevance. Analyses used bootstrapped mediation, with age, gender, prior coursework, self-rated skill and time-on-task as covariates.
NFC was positively associated with perceived information value, and perceived information value was strongly associated with performance. The indirect effect of NFC on performance via perceived information value was statistically significant, whereas the direct path from NFC to performance was not significant when perceived value was included. The full model statistically accounted for about 40% of the variance in performance compared with about 13% for NFC alone.
The cross-sectional design precludes definitive causal inferences regarding the relationship between disposition and performance. Unmeasured variables, such as baseline domain knowledge and general cognitive ability, may also influence the observed associations.
Instructional designers should explicitly signal relevance, believability and accessibility (e.g. via prominent cues) to compensate for lower dispositional engagement, rather than relying solely on learners’ internal motivation to process information.
This study integrates information quality research and learning sciences by applying an AIMQ-based measure of perceived information value in an online learning context and linking it to both dispositional constructs and behavioral performance outcomes.
