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Abstract

Background:

Although the educational benefits of quizzing on learning outcomes are well established, the importance of quiz timing within classroom settings remains an understudied aspect. Objective: We investigated the impact of quiz timing on the motivational aspects of students during psychology lessons and their self-regulated behaviors (i.e., regulation of their learning). Method: We compared the effects of embedded quizzes within lectures versus end-of-lecture quizzes in four differential psychology class groups (2 h) among third-year students (N = 81). Two groups experienced formative quizzes during the lecture (three quiz sessions), while the other two groups completed the same formative quizzes, but all at the end of the lecture. After completion, all students completed questionnaires assessing engagement, situational interest, and self-regulation processes. Results: Results indicated that students in the embedded quizzes condition demonstrated higher cognitive engagement, situational interest, and self-regulated learning levels than those in the end-of-lecture quizzes condition. Conclusion: This study provides insights into optimizing quiz timing to enhance student motivation and self-regulated learning in educational settings, with practical implications for instructors. Teaching Implications: By considering the temporal placement of quizzes within the learning process, educators can enhance students’ engagement and foster better self-regulated learning practices.

Keywords

retrieval practice embedded quizzes motivation self-regulated learning ecological context

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Comparing Embedded and End-of-Session Formative Quizzes: Implications for Engagement and Self-Regulated Learning in Psychology Classrooms

Abstract

Background:

Keywords

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References