Leveraging Learning Experience Design to Encourage the Testing Effect Through Embedded Video Questions to Support Students’ Knowledge Outcomes

• In Event: Technology-Enhanced Learning

Abstract

This study aimed to enhance online science teaching through Learning Experience Design (LXD) to facilitate the testing effect paradigm. A quasi-experimental approach with 183 students in two online Ecology and Evolutionary Biology classes was used. One group received low-stakes questions embedded in videos, while the other received them afterward. Over 10 weeks, differences in quiz grades, page views, and participation were assessed. Results indicated that immediate low-stakes questioning led to higher accuracy and quiz scores, increased page views, and greater participation. The interaction between immediate questioning and low-stakes accuracy significantly affected quiz grades, highlighting the positive impact of immediate questioning on academic performance and cognitive skills. These findings emphasize the importance of LXD and the testing effect in online science education.

Authors

• Joseph Wong, University of California - Irvine

• Jessica Cai, Northwestern University

• Lindsey E. Richland, University of California - Irvine

• Brad Hughes, University of California - Irvine