Testing encourages transfer between factual and application questions in an online learning environment.
Abstract
Quizzing improves retention compared to additional study opportunities, a phenomenon known as test-enhanced learning. Two experiments investigated whether the type of question at quiz improves retention for factual and applied course material on exams in an online college course. Students were given quizzes with either factual questions or questions designed to encourage application of a particular concept. As expected, quizzing with feedback improved exam performance compared to material that had not been quizzed. Further, the benefits of quizzing transferred to different question types. Performance on application exam questions improved if students were quizzed with factual questions. Likewise, performance on factual exam questions improved if students were quizzed with application questions. These results replicate the finding that quizzing benefits retention in an online learning environment and, more importantly, that the benefits of quizzing transfer to exam questions that differ in type from the quiz question.
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In an online Brain & Behavior course, quizzing with feedback enhanced exam performance for that material relative to nonquizzed materials.
“When quizzing (with feedback) was incorporated, exam performance was enhanced for that material (relative to the nonquizzed materials), and this benefit accrued even when the type of question changed from the quiz to the exam (cf.Foss & Pirozzolo 2017).”
From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Thomas et al. 2018
The benefit of quizzing accrued even when the type of question changed from the quiz to the exam.
“When quizzing (with feedback) was incorporated, exam performance was enhanced for that material (relative to the nonquizzed materials), and this benefit accrued even when the type of question changed from the quiz to the exam (cf.Foss & Pirozzolo 2017).”
From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Thomas et al. 2018
Exam questions that probed applications of a concept benefited from prior quizzing of relevant facts, and exam questions focusing on facts improved after students were quizzed on the applications of those facts.
“That is, exam questions that probed applications of the concept benefited from prior quizzing of relevant facts; alternately, exam questions focusing on facts improved after students were quizzed on the applications of those facts.”
From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Thomas et al. 2018
Frequent, low-stakes quizzes enhance long-term retention of knowledge.
“For example, studies by Brown et al. [129] and Thomas et al. [130] demonstrated that frequent, lowstakes quizzes could enhance long-term retention of knowledge.”
From Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189 (2026) · cites this paper as [130]
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References 24 · Cited by 33
- Authors
- Thomas, R. C., Weywadt, C. R., Anderson, J. L., Martinez-Papponi, B., & McDaniel, M. A.
- Affiliations
- Hendrix College (US)
- University of New Mexico (US)
- Harvard University (US)
- Washington University in St. Louis (US)
- Venue
- Journal of Applied Research in Memory and Cognition
- Published
- 2018-06
- Volume
- 7
- Issue
- 2
- Pages
- 252-260
- ISSN
- 2211-3681 (ISSN-L)
- 2211-369X
- OpenAlex
- W2808295650
- Cited by
- 33
- References
- 24
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 3 · 2023: 2 · 2022: 4 · 2021: 9 · 2020: 8 · 2019: 3 · 2018: 1
- FWCI
- 3.13
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Applied Research in Memory and Cognition (publishedVersion)
- Funders
- US Department of Education (R305H060080)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- retrieval practice, quizzing, retention, transfer of learning, factual questions, application questions, online learning, exam performance, feedback
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