Beyond Repetition: The Role of Varied Questioning and Feedback in Knowledge Generalization

TL;DR

This paper addresses how question variety and feedback timing affect knowledge generalization in online learning. Using data from 32 students and 30,198 learning opportunities across 78 knowledge components, the authors compare unique versus repeated questions and distinguish feedback timing by inline vs quiz conditions. They find that quiz-adjusted feedback (post-quiz) better predicts learning than practice-based opportunities, and that unique questions substantially boost transfer to unseen items, while repetition offers limited generalization benefits. The work suggests educational platforms should expand pools of varied questions and emphasize timely, explanatory feedback to improve long-term transfer and learning outcomes.

Abstract

This study examines the effects of question type and feedback on learning outcomes in a hybrid graduate-level course. By analyzing data from 32 students over 30,198 interactions, we assess the efficacy of unique versus repeated questions and the impact of feedback on student learning. The findings reveal students demonstrate significantly better knowledge generalization when encountering unique questions compared to repeated ones, even though they perform better with repeated opportunities. Moreover, we find that the timing of explanatory feedback is a more robust predictor of learning outcomes than the practice opportunities themselves. These insights suggest that educational practices and technological platforms should prioritize a variety of questions to enhance the learning process. The study also highlights the critical role of feedback; opportunities preceding feedback are less effective in enhancing learning.

Figures (1)

• Figure 1: Three unique questions associated with the same knowledge component. Feedback for the first is shown as an example.