QBI students scored significantly higher on weekly formative quizzes than control students, with no difference between the two QBI platforms¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 After controlling for pre-intervention scores, both QBI groups scored significantly higher than the control group on weekly formative quizzes (partial η2 = .16). → Zamzami Zainuddin 2026
q3 i? There was no significant difference in formative performance between the Mentimeter and AhaSlides QBI groups. → Zamzami Zainuddin 2026
Evidence¶
Zamzami Zainuddin 2026¶
Zamzami Zainuddin, Michael Sailer, Shurui Bai, Madziatul Churiyah, Agung Winarno. (2026). Quiz-based inquiry: embedding incrementally sequenced questions to enhance engagement and learning in synchronous online lectures. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10614-1
q3 · i3 · causal · r2
ANCOVA on weekly formative quiz scores for three intact class sections (N = 90), controlling Week 1 pre-quiz scores; the group main effect was significant, F(2, 86) = 5.46, p = .002, "partial η2 = .16". LSD post hoc showed both QBI groups beat control; the platform groups did not differ (p = .376).
"Post-hoc comparisons using the Least Significant Difference (LSD) test indicated that both experimental 1 (M = 85.03, SD = 4.21) and experimental 2 (M = 85.96, SD = 3.83) groups scored significantly higher than the Control group (M = 82.13, SD = 3.96), ps < .05. There was no significant difference between the two experimental groups (p = .376)"
Discussion¶
Related Claims¶
- Technology acceptance did not differ between Mentimeter and AhaSlides QBI conditions — related
- QBI conditions showed significantly higher learning engagement, perceived interaction, and course satisfaction than the control, with large effect sizes and no differences between platforms — related
- Spaced recall quizzing significantly improves overall post-test performance on fundamental mathematics without harming learning of current material — related
- The formative-assessment-embedded group retained higher NOS and SK scores than the control group on a retention test four weeks after the intervention — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
qbi-formative-quiz-advantage |
title |
QBI students scored significantly higher on weekly formative quizzes than control students, with no difference between the two QBI platforms |
description |
QBI students scored significantly higher on weekly formative quizzes than control students, with no difference between the two QBI platforms |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — zamzami-zainuddin-2026 |
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