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Taking Intermittent Quizzes Reduces Achievement Gaps & Enhances Online Learning
Taking Intermittent Quizzes Reduces Achievement Gaps & Enhances Online Learning

Yahoo

time5 hours ago

  • Health
  • Yahoo

Taking Intermittent Quizzes Reduces Achievement Gaps & Enhances Online Learning

This article was originally published in The Conversation. Inserting brief quiz questions into an online lecture can boost learning and may reduce racial achievement gaps, even when students are tuning in remotely in a distracting environment. That's a main finding of our recent research published in Communications Psychology. With co-authors Dahwi Ahn, Hymnjyot Gill and Karl Szpunar, we present evidence that adding mini-quizzes into an online lecture in science, technology, engineering or mathematics – collectively known as STEM – can boost learning, especially for Black students. In our study, we included over 700 students from two large public universities and five two-year community colleges across the U.S. and Canada. All the students watched a 20-minute video lecture on a STEM topic. Each lecture was divided into four 5-minute segments, and following each segment, the students either answered four brief quiz questions or viewed four slides reviewing the content they'd just seen. Get stories like this delivered straight to your inbox. Sign up for The 74 Newsletter This procedure was designed to mimic two kinds of instructions: those in which students must answer in-lecture questions and those in which the instructor regularly goes over recently covered content in class. All students were tested on the lecture content both at the end of the lecture and a day later. When Black students in our study watched a lecture without intermittent quizzes, they underperformed Asian, white and Latino students by about 17%. This achievement gap was reduced to a statistically nonsignificant 3% when students answered intermittent quiz questions. We believe this is because the intermittent quizzes help students stay engaged with the lecture. To simulate the real-world environments that students face during online classes, we manipulated distractions by having some participants watch just the lecture; the rest watched the lecture with either distracting memes on the side or with TikTok videos playing next to it. Surprisingly, the TikTok videos enhanced learning for students who received review slides. They performed about 8% better on the end-of-day tests than those who were not shown any memes or videos, and similar to the students who answered intermittent quiz questions. Our data further showed that this unexpected finding occurred because the TikTok videos encouraged participants to keep watching the lecture. For educators interested in using these tactics, it is important to know that the intermittent quizzing intervention only works if students must answer the questions. This is different from asking questions in a class and waiting for a volunteer to answer. As many teachers know, most students never answer questions in class. If students' minds are wandering, the requirement of answering questions at regular intervals brings students' attention back to the lecture. This intervention is also different from just giving students breaks during which they engage in other activities, such as doodling, answering brain teaser questions or playing a video game. Online education has grown dramatically since the pandemic. Between 2004 and 2016, the percentage of college students enrolling in fully online degrees rose from 5% to 10%. But by 2022, that number nearly tripled to 27%. Relative to in-person classes, online classes are often associated with lower student engagement and higher failure and withdrawal rates. Research also finds that the racial achievement gaps documented in regular classroom learning are magnified in remote settings, likely due to unequal access to technology. Our study therefore offers a scalable, cost-effective way for schools to increase the effectiveness of online education for all students. We are now exploring how to further refine this intervention through experimental work among both university and community college students. As opposed to observational studies, in which researchers track student behaviors and are subject to confounding and extraneous influences, our randomized-controlled study allows us to ascertain the effectiveness of the in-class intervention. Our ongoing research examines the optimal timing and frequency of in-lecture quizzes. We want to ensure that very frequent quizzes will not hinder student engagement or learning. The results of this study may help provide guidance to educators for optimal implementation of in-lecture quizzes. The Research Brief is a short take on interesting academic work. This article is republished from The Conversation under a Creative Commons license. Read the original article.

Understanding How Students Use AI and What Faculty Can Do About It
Understanding How Students Use AI and What Faculty Can Do About It

Forbes

time5 hours ago

  • Health
  • Forbes

Understanding How Students Use AI and What Faculty Can Do About It

Nearly every day, I see an op-ed or social media post about students' use of AI, most written by faculty. The use of AI in the classroom is controversial among faculty, with some embracing it and finding ways to incorporate it into classroom assignments, others expressing anger about students using it to write papers, and still others being uncertain about what to do. A new survey of 1000 students by Kahoot! – Study Habits Snapshot – shows some interesting patterns. Some of the most prominent include: To better understand the implications of the survey results, I talked with Liz Crawford, Director of Education at Kahoot! I was curious about her interpretation of the finding that 70% of students already use AI in their academic work, especially regarding what that means for faculty, teaching, and assessment of learning. Crawford explained, 'We're entering a new era where AI isn't just a tool—it's becoming a learning partner. Today's students use AI to work more efficiently, personalize their learning, and deepen their understanding. From summarizing notes in seconds using a phone camera to generating self-quizzes before an exam, students are proactively using AI to support—not shortcut—their academic growth.' Liz Crawford, Director, Education at Kahoot! Kahoot She advised faculty: 'It's critical to move beyond the assumption that AI use is synonymous with cheating.' Crawford believes academic integrity is vital, and that 'many students use AI responsibly to enhance their learning, spark new ideas, and strengthen their critical thinking.' She believes that faculty need to realize that 'AI is no longer a future trend—it's already embedded in how students learn.' From her perspective, this growing reliance on AI isn't something to fear, but instead, a call to action. Crawford shared, 'If we don't evolve our teaching and assessment strategies, we risk creating a disconnect between how students are learning and how we're guiding them. Thoughtful integration of AI allows educators to model digital responsibility, engage students more meaningfully, and ensure that learning environments remain relevant and future-ready.' To further explore how these changes might play out in the classroom, I asked Crawford about a particularly concerning part of the Kahoot! survey – students appreciated AI's instant feedback over that of peer study groups. I asked Crawford how this finding might influence faculty design of formative assessments and student support systems. She noted that the demand for immediate AI feedback shows a shift in student expectations and needs and presents an opportunity for faculty. More specifically, she stated, 'To begin with, integrating AI-powered tools into assessment strategies can be a game-changer for faculty.' She emphasized that tools like those provided by Kahoot! and similar organizations can provide real-time feedback, potentially empowering students to identify and correct their misunderstandings promptly. Crawford and others conducting research in the area believe 'this type of approach improves comprehension but also keeps students engaged and motivated throughout the learning process.' Another key benefit of AI integration, according to Crawford, is the potential for personalization. She stated, 'By analyzing performance data, AI systems can offer tailored feedback that addresses each student's unique challenges and needs. This attention can lead to better learning outcomes and heightened student enthusiasm for their studies.' However, Crawford cautioned, 'While AI feedback is incredibly useful, it's essential to remember that it should complement, not substitute, human connections.' The survey also revealed a troubling trend that faculty cannot ignore. Forty Percent (40%) of students surveyed reported skipping exams due to fear of failure. I asked Crawford if there was anything that AI could do to stop this fear and improve confidence among students. She shared, 'Academic anxiety often stems from uncertainty as students aren't sure how to prepare, whether they're studying the right material, or fear of failure.' Crawford noted how AI can help, stating: 'This is where responsible AI integration can make a real difference. AI offers a consistent, on-demand support system that students can rely on throughout their learning journey.' Knowing this, Kahoot!, is beginning to combine AI with gamification – adding gamelike elements to AI interactions. Crawford shared that students can use AI to scan notes and turn them into personalized quizzes using their phones, and they can do this anywhere. She noted, 'Whether they're commuting, studying between classes, or reviewing before bed, students can actively engage in low-pressure practice that builds mastery over time.' Of course, with so much innovation, it's easy to understand why many faculty feel overwhelmed, even if they want to incorporate AI-based learning in their courses. I asked Crawford how faculty can take the steps. She explained, 'Start small, stay curious, and utilize trusted tools. You don't need to become an AI expert overnight.' She added, 'I recommend that faculty members leverage AI to tackle tasks that help them be more efficient, such as preparing for their classes, designing formative assessments, and analyzing reports by exploring the capabilities of different platforms.' One of the most important pieces of advice that Crawford shared for faculty is, 'It's important to recognize that your students can be partners in this journey. Invite their input, explore AI together, and use these conversations to teach digital responsibility.' She wants to remind faculty that their role as 'a guide, mentor, and critical thinker is more essential than ever in an AI-driven world.' From my vantage point as a faculty member, I don't think we can afford to ignore how quickly AI is shaping the way students learn. Rather than shutting the door on AI out of frustration, we have an exciting opportunity to design learning environments and assignments that are creative, rigorous, and engage with AI in positive ways. As Crawford reminds us, we need to work with students to be digitally responsible and critical consumers of AI-generated information.

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