Abstract
Testing is an effective learning method, and it is the basis of mobile quiz apps. Quiz apps have the potential to facilitate remote and self-regulated learning. In this context, automatized feedback plays a crucial role. In two experimental studies, we examined the effects of two feedback types of quiz apps on performance, namely, the standard corrective feedback of quiz apps and a feedback that incorporates additional information related to the correct response option. We realized a controlled lab setting (n = 68, Study 1) and an unsupervised mobile setting (n = 150, Study 2). In the learning phase, participants used the quiz app and received feedback. They also completed a subsequent test as well as a follow-up test 1 week later by using the same quiz app. Irrespective of feedback type and setting, cognitive outcomes (quiz scores) and metacognitive outcomes (response certainty) increased similarly in the short term and long term. Feedback effects were not moderated by participants' overall response certainty during learning, their prior knowledge, and the difficulty of quiz items. Moreover, we found that participants perceived the quiz app to be similarly attractive, interesting, and enjoyable in both feedback conditions and that they spent slightly more time to process quiz items in the lab setting. We discuss these results in detail, including the role of moderating and mediating factors and prospects for further research and practice. Overall, our results underline that quiz apps are useful and effective tools that can support the acquisition and retention of semantic knowledge in different learning settings.
Highlights
Mobile quiz applications are popular and interactive software applications that have been used in television shows (Sperring and Strandvall, 2008), social media (Seebauer, 2014), and various educational settings
We examined whether feedback type (KCRF vs. attribute isolation feedback (AIF)) moderates this difference in mean processing time (H6b): H6a: The mean item processing time in the learning phase differs between a controlled lab setting (Study 1) and a mobile setting (Study 2)
We examined whether a change in feedback type yields a different user experience (H7) and game experience (H8): H7: Participants differently evaluate the user experience of a quiz app providing AIF compared with a quiz app providing knowledge of correct response feedback (KCRF)
Summary
Mobile quiz applications (quiz apps) are popular and interactive software applications that have been used in television shows (Sperring and Strandvall, 2008), social media (Seebauer, 2014), and various educational settings. In face-to-face settings, quizzes can function as audience response systems but with rather small effects on cognitive outcomes, as shown by meta-analytic results (Hunsu et al, 2016). Online/mobile settings include self-regulated learning processes (see Bjork et al, 2013) that can be supported by quiz apps. An effective and efficient way of Feedback in Mobile Quiz Apps learning with quiz apps is to process multiple-choice tests in single-choice format, which requires learners to identify the correct response option (target) from several options. This test format can support long-term retrieval (Roediger et al, 2011), but Roediger and Butler The quality of feedback implemented in quiz apps plays a crucial role when it comes to teaching and learning in online/mobile learning scenarios
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