Effects of a Novel Quizzing Method on Consolidated Knowledge Gains of Undergraduates Enrolled in an Online College Course

Omer Ari, Kara Hageman, & Andrea Lofgren   |    Volume 19 Issue 1  |   

Quizzes using test-enhanced learning features of spaced, varied, and interleaved retrieval practice have been shown to support consolidation of knowledge gains in students. In this pilot study, we examined the test-enhanced learning potential of a novel quizzing method designed to Spiral Assessment to Reinforce Knowledge (SPARK; Hageman, 2020) along Bloom taxonomy’s levels of Remember, Understand, Apply, Analyze, and Evaluate in an online college course on interdisciplinarity. In addition to spiraling content from individual chapters via increasingly more difficult Bloom questions, our SPARK design cycled in and out of chapters across weekly quizzes allowing for between-chapter connections. Analyses of students’ cumulative unit test scores and evaluate question accuracy scores showed no evidence that SPARK quizzes supported consolidation of knowledge gains in our students. We discuss the implications of these findings and outline a potential role for AI tools (e.g., ChatGPT; OpenAI, 2020) to play in creating multiple-choice quiz questions like those on SPARK.

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