Effects of pre-tests and feedback on performance outcomes and persistence in Massive Open Online Courses
Abstract
Abstract This study examined the effects of pre-tests and feedback on learning and persistence in a massive open online course (MOOC). Participants (N = 399) from around the world enrolled in the American Museum of Natural History’s (AMNH) climate change MOOC and were randomly assigned to one of four experimental conditions. Learners in the first group took pre-tests without receiving feedback. Learners in the second group took pre-tests and received basic (correct/incorrect) feedback. Learners in the third group took pre-tests and received elaborate feedback. The fourth group was the control. Learning outcomes were measured via post-tests. Results indicated that: (1) among all students, pre-tests and feedback did not affect learning outcomes; (2) pre-tests negatively affected persistence; (3) among those who completed the course, pre-tests positively affected learning outcomes; and (4) among those who took pre-tests, persistence positively affected learning. These findings represent a new contribution to assessment and feedback literature.
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The mental model hypothesis explains why prequestions cause some students to disengage.
“Furthermore, we also believe that the mental model hypothesis explains why prequestions cause some students to disengage (Janelli & Lipnevich, 2021).”
From ManyClasses 2: The effects of prequestions on media interactions and learning. (2026) · cites this paper as Janelli & Lipnevich, 2021
Frequent low-stakes quizzes are particularly effective in enhancing long-term retention through the retrieval effect.
“Frequent low-stakes quizzes are particularly effective in enhancing long-term retention through the retrieval effect, thus improving knowledge retention [35][36][37][38].”
From Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189 (2026) · cites this paper as [35]
Cites
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“That is, although there is no conclusive prescription of how and what type of feedback works, we know that when feedback is appropriately delivered and students are capable of using it, it can improve both teaching and learning (Lipnevich & Smith, 2008; Shute, 2008; Smith & Lipnevich, 2018).”
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The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research
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“Therefore, information that is presented on one test (which is an opportunity for processing time) should be more easily recalled during future test-taking attempts (Glover, 1989).”
BackgroundMethodThe Cambridge Handbook of Instructional Feedback
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A review of feedback models and typologies: Towards an integrative model of feedback elements
Panadero, E., & Lipnevich, A. A. (2022) · Educational Research Review · doi:10.1016/j.edurev.2021.100416 · Cited by 389 · see citing works
Self-citationPan, S. C., & Carpenter, S. K. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09814-5 · Cited by 60 · see citing works
ManyClasses 2: The effects of prequestions on media interactions and learning.
Motz, B. A., Chinni, A., de Leeuw, J. R., Jankowski, H. E., Aggarwal, A., Amato, M., Berlin, K., Britten, K., Brown, A., Cerchiaro, M. L., et al. (2026) · Journal of Educational Psychology · doi:10.1037/edu0000978 · Cited by 1 · see citing works
- Authors
- Janelli, M., & Lipnevich, A. A.
- Affiliations
- Queens College, CUNY (US)
- Corresponding author
- Janelli, Maria
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2021-02
- Volume
- 161
- Pages
- 104076
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W3106379820
- Semantic Scholar
- 3b1ddca3acb73bd5d07f8710a280b2838e4ca3d5
- Cited by
- 60
- References
- 9
- Citations by year
- 2026: 4 · 2025: 17 · 2024: 14 · 2023: 13 · 2022: 6 · 2021: 5 · 2020: 1
- FWCI
- 5.70
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computers & Education (publishedVersion)
- Funders
- American Museum of Natural History
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Online and Blended Learning
- Keywords
- pretest, feedback, massive open online courses, learning persistence, learning outcomes, climate change education, e-learning evaluation
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