In-lecture quizzes improve online learning for university and community college students

Area of Science:

• Educational Psychology
• Cognitive Science
• Higher Education Studies

Background:

• Online learning is crucial in higher education, especially for community college students.
• Experimental research often underrepresents community college students.
• Understanding effective online learning strategies is vital for diverse student populations.

Purpose of the Study:

• To rigorously test the effectiveness of interpolated retrieval practice in online learning.
• To examine the moderating role of onscreen distractions (memes, TikTok) on learning.
• To explore the potential of retrieval practice to reduce educational disparities.

Main Methods:

• A study involving 703 university and community college students in an online lecture.
• Manipulation of interpolated activity: review slides versus short quiz questions.
• Manipulation of onscreen distractions: control, memes, and TikTok videos.

Main Results:

• Interpolated retrieval practice significantly enhanced online learning for both student groups.
• Onscreen distractions moderated the benefits of retrieval practice.
• TikTok videos ironically enhanced learning in the review condition, matching quiz performance.
• Learning improvements were mediated by engaged learning.
• Preliminary evidence suggests retrieval practice may reduce the achievement gap for Black students.

Conclusions:

• Interpolated retrieval practice is an effective strategy for enhancing online learning across different student populations.
• The impact of retrieval practice is influenced by the nature of onscreen distractions.
• TikTok, unexpectedly, acted as a beneficial distractor in certain conditions.
• Engaged learning is a key mechanism underlying retrieval practice benefits.
• Retrieval practice shows promise in mitigating educational inequities.