The Impact of Online Quizzes on Student Success

László Bognár, Tibor Fauszt, Mariann Váraljai


In today’s modern world, the pace of technological development can be con-sidered exponential. Education must constantly adapt to this dynamic devel-opment. It must be able to innovate, to use modern tools and methods that are effectively integrated into the learning process. Education should provide an appropriate learning environment to meet changing needs, one way of which is e-learning. This environment can be an excellent support for the learning process; however, it will hardly be effective without developing the right student learning attitude. The e-learning environment gives freedom and independence to the individual, at the same time. For the learner's individual endeavor to be successfully completed as expected, control and continuous feedback are needed.
One way to do this is through self-quizzing. Self-quizzes, divided into units, related to the learning material, with appropriate difficulty and amount, can help to understand and engrave the processed material, and thus improve the effectiveness of learning. Self-quizzes create the opportunity for imme-diate feedback, which is a very important feature of an e-learning environ-ment. According to many scientific research, immediate feedback can greatly help maintain interest and motivation, and quizzes are suitable tools for this purpose.
In our research, we sought to answer the question of how the continuous, self-monitoring practice opportunity provided by online quizzes affects stu-dent achievement. In the case of an online course held at the University of
Dunaújváros in 2019, we examined whether students who continuously per-form self-quizzes will be more effective by the end of the learning process than their peers who are less receptive to independent self-quizzing. We also addressed the effect of the nature of time spent on self-reflexive quizzing on learning success.


student success, self-quizzing, online learning, e-learning

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Copyright (c) 2021 László Bognár, Tibor Fauszt, Mariann Váraljai

International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
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