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This study sought to investigate student perceptions, experiences, and preferences of pre- and post-lecture quizzes. Across both quiz types, students consistently valued their utility for self-assessment, reinforcing knowledge, and deepening their understanding of content. Instant feedback was particularly appreciated, as it enabled students to identify and correct their misunderstandings. A key theme was students’ use of quizzes to maximise marks and improve performance in summative assessments, suggesting a performance-oriented mindset. Students understood the intended purpose of pre-lecture quizzes as a means of pre-exposure to upcoming content. However, their actual usage often contradicted this, with many students completing pre-lecture quizzes after the lecture. These quizzes were often seen to be irrelevant to lecture content, likely due to a lack of contextual framing. Many believed they were unhelpful or unnecessary, particularly those in later years of study. However, students who had previously experienced pre-lecture quizzes then had them removed frequently expressed a desire for their return. Students who encountered both quiz types, unanimously preferred post-lecture quizzes due to their perceived alignment with lecture content, timing flexibility, and usefulness in supporting their learning. Overall, the findings highlight the value of designing quizzes as flexible tools that support different stages of the learning process.

With the prevalence of generative artificial intelligence (GenAI), educating students about the expected social behavior is essential. However, current approaches are labor intensive, overly general, and/or have limited educational impact. The author presents an online platform that automatically informs students about GenAI misuse. For each code program, the platform will report whether it differs more than other already-submitted programs (10% or less similarity). GenAI-generated programs tend to differ, and students are discouraged from using them directly. The report also features instructors' expectations. To further promote the impact, the author provided short weekly quizzes. The author's five quasi-experiments involving 468 students demonstrated that students using the platform were slightly more aware of GenAI misuse and plagiarism, with the largest increase of 13% for overall awareness and 37% for specific aspects. The students were also less likely to be involved in such misconduct. Students saw the relevance of code differences, the platform, and the implementation strategy.

We present the results of a meta-analytic synthesis of the literature on the association between the use of frequent low-stakes quizzes in real classes and students’ academic performance in those classes. Data from 52 independent samples from real classes (N = 7864) suggests a moderate association of d = .42 between the use of quizzes and academic performance. Effects are even stronger in psychology classes (d = .47) and when quiz performance contributed to class grades (d = .51). We also find that performance on quizzes is strongly correlated with academic performance (k = 19, N = 3814, r = .57) such that quiz performance is relatively strongly predictive of later exam performance. We also found that the use of quizzes is associated with a large increase in the odds of passing a class (k = 5, N = 1004, odds ratio = 2.566).

School-based programs seem promising for child abuse prevention. However, research mainly focused on sexual child abuse and knowledge is lacking on how individual program components contribute to the effectiveness of school-based prevention programs for any form of child abuse. This study aimed to examine the overall effect of these school-based programs on (a) children’s child abuse-related knowledge and (b) self-protection skills by conducting two three-level meta-analyses. Furthermore, moderator analyses were performed to identify how program components and delivery techniques were associated with effectiveness. A literature search yielded 34 studies (158 effect sizes; N = 11,798) examining knowledge of child abuse and 22 studies (99 effect sizes; N = 7804) examining self-protection skills. A significant overall effect was found of school-based programs on both knowledge (d = 0.572, 95% CI [0.408, 0.737], p < 0.001) and self-protection skills (d = 0.528, 95% CI [0.262, 0.794], p < 0.001). The results of the first meta-analysis on children’s child abuse knowledge suggest that program effects were larger in programs addressing social–emotional skills of children (d = 0.909 for programs with this component versus d = 0.489 for programs without this component) and self-blame (d = 0.776 versus d = 0.412), and when puppets (d = 1.096 versus d = 0.500) and games or quizzes (d = 0.966 versus d = 0.494) were used. The second meta-analysis on children’s self-protections skills revealed that no individual components or techniques were associated with increased effectiveness. Several other study and program characteristics did moderate the overall effects and are discussed. In general, school-based prevention programs show positive effects on both knowledge and self-protection skills, and the results imply that program effectiveness can be improved by implementing specific components and techniques.

Adaptive learning presents educators with a possibility of providing learning opportunities tailored to each student's individual needs. As such, adaptive learning may contribute to both improving student learning outcomes and increasing student motivation and engagement. In this paper, we present the findings from a pilot of adaptive quizzes in a fully online unit at an Australian higher education provider. Results indicate that adaptive quizzes contribute to student motivation and engagement, and students perceive that adaptive quizzes support their learning. Interestingly, our results reveal that student scores did not increase significantly as a result of the introduction of adaptive quizzes, indicating that students may not be best placed to assess their own learning outcomes. Despite this, we conclude that adaptive quizzes have value to increase student motivation and engagement. [Author abstract]

Introduction: The literature shows an optimistic landscape for the effectiveness of games in medical education. Nevertheless, games are not considered mainstream material in medical teaching. Two research questions that arise are the following: What pedagogical strategies do developers use when creating games for medical education? And what is the quality of the evidence on the effectiveness of games? Methods: A systematic review was made by a multi-disciplinary team of researchers following the Cochrane Collaboration Guidelines. We included peer-reviewed journal articles which described or assessed the use of serious games or gamified apps in medical education. We used the Medical Education Research Study Quality Instrument (MERSQI) to assess the quality of evidence in the use of games. We also evaluated the pedagogical perspectives of such articles. Results: Even though game developers claim that games are useful pedagogical tools, the evidence on their effectiveness is moderate, as assessed by the MERSQI score. Behaviourism and cognitivism continue to be the predominant pedagogical strategies, and games are complementary devices that do not replace traditional medical teaching tools. Medical educators prefer simulations and quizzes focused on knowledge retention and skill development through repetition and do not demand the use of sophisticated games in their classrooms. Moreover, public access to medical games is limited. Discussion: Our aim was to put the pedagogical strategy into dialogue with the evidence on the effectiveness of the use of medical games. This makes sense since the practical use of games depends on the quality of the evidence about their effectiveness. Moreover, recognition of said pedagogical strategy would allow game developers to design more robust games which would greatly contribute to the learning process.

The use of mobile health technologies has been necessary to deliver patient education to patients with diabetes during the COVID-19 pandemic. This open-label randomized controlled trial evaluated the effects of a diabetes educational platform-Taipei Medical University-LINE Oriented Video Education-delivered through a social media app. Patients with type 2 diabetes were recruited from a clinic through physician referral. The social media-based program included 51 videos: 10 about understanding diabetes, 10 about daily care, 6 about nutrition care, 21 about diabetes drugs, and 4 containing quizzes. The intervention group received two or three videos every week and care messages every 2 weeks through the social media platform for 3 months, in addition to usual care. The control group only received usual care. Outcomes were measured at clinical visits through self-reported face-to-face questionnaires at baseline and at 3 months after the intervention, including the Simplified Diabetes Knowledge Scale (true/false version), the Diabetes Care Profile-Attitudes Toward Diabetes Scales, the Summary of Diabetes Self-Care Activities, and glycated hemoglobin (HbA ) levels. Health literacy was measured at baseline using the Newest Vital Sign tool. Differences in HbA levels and questionnaire scores before and after the intervention were compared between groups. The associations of knowledge, attitudes, and self-care activities with health literacy were assessed. Patients with type 2 diabetes completed the 3-month study, with 91 out of 181 (50.3%) patients in the intervention group and 90 (49.7%) in the control group. The change in HbA did not significantly differ between groups (intervention group: mean 6.9%, SD 0.8% to mean 7.0%, SD 0.9%, P=.34; control group: mean 6.7%, SD 0.6% to mean 6.7%, SD 0.7%, P=.91). Both groups showed increased mean knowledge scores at 12 weeks, increasing from 68.3% (SD 16.4%) to 76.7% (SD 11.7%; P<.001) in the intervention group and from 64.8% (SD 18.2%) to 73.2% (SD 12.6%; P<.001) in the control group. Positive improvements in attitudes and self-care activities were only observed in the intervention group (attitudes: mean difference 0.2, SD 0.5, P=.001; self-care activities: mean difference 0.3, SD 1.2, P=.03). A 100% utility rate was achieved for 8 out of 21 (38%) medication-related videos. Low health literacy was a significant risk factor for baseline knowledge scores in the intervention group, with an odds ratio of 2.80 (95% CI 1.28-6.12; P=.01); this became insignificant after 3 months. The social media-based program was effective at enhancing the knowledge, attitudes, and self-care activities of patients with diabetes. This intervention was also helpful for patients with low health literacy in diabetes knowledge. The program represents a potentially useful tool for delivering diabetes education to patients through social media, especially during the COVID-19 pandemic. ClinicalTrials.gov NCT04876274; https://clinicaltrials.gov/ct2/show/results/NCT04876274.

In recent years, powerful new forms of influence have been discovered that the internet has made possible. In the present paper, we introduce another new form of influence which we call the “opinion matching effect” (OME). Many websites now promise to help people form opinions about products, political candidates, and political parties by first administering a short quiz and then informing people how closely their answers match product characteristics or the views of a candidate or party. But what if the matching algorithm is biased? We first present data from real opinion matching websites, showing that responding at random to their online quizzes can produce significantly higher proportions of recommendations for one political party or ideology than one would expect by chance. We then describe a randomized, controlled, counterbalanced, double-blind experiment that measured the possible impact of this type of matching on the voting preferences of real, undecided voters. With data obtained from a politically diverse sample of 773 eligible US voters, we observed substantial shifts in voting preferences toward our quiz’s favored candidate–between 51% and 95% of the number of people who had supported that candidate before we administered and scored the quiz. These shifts occurred without any participants showing any awareness of having been manipulated. In summary, in the present study we show not only that OME is a large effect; we also show that biased online questionnaires exist that might be shifting people’s opinions without their knowledge.

Background The Asian Cohort for Alzheimer's Disease (ACAD) is a multi‐site collaboration to identify genetic and lifestyle risk factors for Alzheimer's disease (AD) in individuals of Chinese, Korean, and Vietnamese ancestry living in the US and Canada. To address training and quality assurance (TQA) challenges for this multilingual, multicultural cohort, the TQA core aimed to educate and train ACAD team members using a multidirectional feedback model to develop quality control measures. Methods ACAD recruited Chinese, Korean, and Vietnamese individuals over the age of 60. Consensus diagnoses included normal cognition, mild cognitive impairment, or dementia. To ensure standardized administration of instruments and data quality, the TQA core developed a comprehensive training protocol, tailored specifically for data collection. An initial survey determined the specific role of each team member, including collection of biospecimen and clinical data, outreach, prescreening, data management and cognitive assessment. Study materials created in English, Mandarin, Cantonese, Vietnamese and Korean languages, included data collection packets, a neuropsychological instruction manual, and cognitive mock videos. For each role, ACAD members were required to demonstrate knowledge on training quizzes for certification. Quality assurance procedures (e.g., double scoring, timely re‐certification) verify data accuracy and identify error susceptibility. An all‐hands Case Diagnosis and Education Meeting (ACADEME) is co‐organized with the Clinical core to review unique cases and discuss challenging experiences. Results To date, training completion rates for ACAD members are as follows: prescreening and outreach, (n = 17, 74%), data management (n = 13, 57%), and biospecimen collection (n = 14, 64%). Comparing pre‐ and post‐training quiz scores revealed significant improvements after prescreening (p = 0.006), outreach (p <0.001), data management (p <0.001), and biospecimen (p <0.001) trainings. Challenges for training investigators and staff facing a multilingual, multicultural cohort centered on developing materials with detailed instructions and designing methods to communicate and evaluate accuracy and consistency throughout the ACAD study. Conclusion ACAD stands as one of the largest dementia cohort studies among Asians in North America. Ensuring standardized administration and data quality and integrity is crucial for generating meaningful, reproducible scientific outcomes. This study highlights the value of rigorous training for large cohort studies and underscores its impact on the broader scientific community.

Everyone loves a quiz! It's the perfect intersection of entertainment, education, and competition, three of the most fundamental drivers of natural motivation and personal wellbeing. Quizzing promotes real-world fascination and exposes realms of individual interest and expertise that are frequently overlooked in traditional learning and assessment. Quizzes can also promote a love of reading. That's what they have found through their annual What on Earth! National Quiz Championship, which is now in its fourth year. Schools from across the country compete online in a series of live heats, with all the questions inspired by several months' worth of What on Earth! Magazine (the UK's fastest growing non-fiction monthly magazine for kids aged 6-14). The 'open magazine' format means that all the teams can compete on a completely level playing field and all children have an equal chance.