Exploring the impact of pre-lecture quizzes in a university mathematics course

Abstract

Our work contributes to the fast-growing field of blended-learning, a modality combining face-to-face instruction with online activities to support learning. Pre­ lecture quizzes, comprising two multiple-choice questions focusing on the main learning outcomes, were introduced for a whole semester. At the completion of the first iteration of design research, our findings suggest that this relatively small change in course instruction can improve both efficiency and effectiveness of learning, affecting the majority of students. The design principle that we developed and tested in practice is generalisable and transferable to other educational settings. Central to those identified heuristics are the mechanisms that increase frequency of learners ' engagement and the quality of engagement by enabling extrinsic motivational drivers.