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The Effects of Embedded Quizzes on Self-Regulated Processes and Learning Performance during a Multimedia Lesson

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Title: The Effects of Embedded Quizzes on Self-Regulated Processes and Learning Performance during a Multimedia Lesson
Language: English
Authors: Camille Tordet (ORCID 0000-0003-2726-7541), Jonathan Fernandez, Eric Jamet
Source: Journal of Computer Assisted Learning. 2025 41(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Self Management, Academic Achievement, Cognitive Processes, Multimedia Materials, Short Term Memory, Individual Differences, Neurosciences, Testing, Student Evaluation
DOI: 10.1111/jcal.13083
ISSN: 0266-4909
1365-2729
Abstract: Background: Previous research has demonstrated that quizzing can improve self-regulation processes and learning performances. However, it remains unclear whether quizzes in multimedia material bring similar benefits, and whether interindividual differences such as working memory capacity (WMC) modulate quizzing effects. Aims: This study aimed to examine the effects of embedded quizzes (multiple quizzes within the learning sequence) with feedback during a multimedia learning sequence on self-regulated processing (monitoring and control) and learning performances on repeated (material already tested) and new (untested) questions, and possible WMC moderation on performances. Sample and Methods: Participants were 59 students who learned a multimedia neuroscience course module in either a no-quiz or embedded quizzes condition. With regard to self-regulated processing, control was assessed with eye-tracking measures (fixation durations and transitions between texts and illustrations), and monitoring by comparing self-reported judgements of learning with actual performances (calibration). At the end, students' WMC was measured, and learning performances were assessed with repeated and new questions. Results: Quizzing improved learning performances on repeated and new questions, and enhanced monitoring (better calibration). Students with low WMC benefited more from quizzing for new questions than those with high WMC. However, contrary to our hypothesis, the embedded quizzes group allocated less time to the learning than the no-quiz group. Conclusions: Embedded quizzes are relevant tools to help students recalibrate their monitoring process and foster more effective self-regulated learning. Results confirm that the use of quizzes can be recommended to improve the learning of multimedia material, especially among students with low WMC.
Abstractor: As Provided
Notes: https://osf.io/bm5ad/?view_only=0493e1ea92bc4f71911c8829bb9ca134
Entry Date: 2025
Accession Number: EJ1458968
Database: ERIC
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  Data: The Effects of Embedded Quizzes on Self-Regulated Processes and Learning Performance during a Multimedia Lesson
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  Data: <searchLink fieldCode="AR" term="%22Camille+Tordet%22">Camille Tordet</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2726-7541">0000-0003-2726-7541</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jonathan+Fernandez%22">Jonathan Fernandez</searchLink><br /><searchLink fieldCode="AR" term="%22Eric+Jamet%22">Eric Jamet</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2025 41(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 14
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Materials%22">Multimedia Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Neurosciences%22">Neurosciences</searchLink><br /><searchLink fieldCode="DE" term="%22Testing%22">Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink>
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  Data: 10.1111/jcal.13083
– Name: ISSN
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Previous research has demonstrated that quizzing can improve self-regulation processes and learning performances. However, it remains unclear whether quizzes in multimedia material bring similar benefits, and whether interindividual differences such as working memory capacity (WMC) modulate quizzing effects. Aims: This study aimed to examine the effects of embedded quizzes (multiple quizzes within the learning sequence) with feedback during a multimedia learning sequence on self-regulated processing (monitoring and control) and learning performances on repeated (material already tested) and new (untested) questions, and possible WMC moderation on performances. Sample and Methods: Participants were 59 students who learned a multimedia neuroscience course module in either a no-quiz or embedded quizzes condition. With regard to self-regulated processing, control was assessed with eye-tracking measures (fixation durations and transitions between texts and illustrations), and monitoring by comparing self-reported judgements of learning with actual performances (calibration). At the end, students' WMC was measured, and learning performances were assessed with repeated and new questions. Results: Quizzing improved learning performances on repeated and new questions, and enhanced monitoring (better calibration). Students with low WMC benefited more from quizzing for new questions than those with high WMC. However, contrary to our hypothesis, the embedded quizzes group allocated less time to the learning than the no-quiz group. Conclusions: Embedded quizzes are relevant tools to help students recalibrate their monitoring process and foster more effective self-regulated learning. Results confirm that the use of quizzes can be recommended to improve the learning of multimedia material, especially among students with low WMC.
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  Data: As Provided
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  Data: https://osf.io/bm5ad/?view_only=0493e1ea92bc4f71911c8829bb9ca134
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  Data: 2025
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Multimedia Materials
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      – SubjectFull: Short Term Memory
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      – SubjectFull: Individual Differences
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      – SubjectFull: Neurosciences
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      – SubjectFull: Testing
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      – TitleFull: The Effects of Embedded Quizzes on Self-Regulated Processes and Learning Performance during a Multimedia Lesson
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