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1. The magnitude of the testing effect is independent of retrieval practice performance.

   https://doi.org/10.1037/xge0001593  

   Chan, Jason_C K; Davis, Sara D; Yurtsever, Aslı; Myers, Sarah J (May 2024, Journal of Experimental Psychology: General)
2. Evaluating the Effectiveness of Gamification on Students’ Performance in a Cybersecurity Course

   Demmese, F.; Yuan, X.; Dicheva, D. (December 2020, Journal of the Colloquium for Information System Security Education)

   null (Ed.)

   The motivation of students to actively engage in course activities has significant impact on the outcome of academic courses. Prior studies have shown that innovative instructional interventions and course delivery methods have a vital role in boosting the motivation of students. Gamification tools aid course delivery by utilizing well established game design principles to enhance skill development, routine practice and self-testing. In this article, we present a study on how the use of a course gamification platform dubbed OneUp impacts the motivation of students in an online cyber security course. The study shows that more than 90% of the respondents agreed that OneUp has improved the effectiveness of the course delivery. In addition, 75% of the respondents want to use OneUp in their future courses. Furthermore, our analysis shows that OneUp has improved the median grade of students from B+ to A- compared to the same course delivered the previous year without using OneUp. 

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3. Effect of Essential Skills Practice on Student Understanding of Probabilities in an Upper-Division Quantum Mechanics Course

   https://doi.org/10.1119/perc.2023.pr.Goldak  

   Goldak, John; Shaffer, Peter S (October 2023, American Association of Physics Teachers)

   Jones, DL; Ryan, QX; Pawl, A (Ed.)
4. Effect of online practice exams on student performance

   https://doi.org/10.1119/perc.2019.pr.Zhang  

   Zhang, Muxin; Engel, Andrew; Stelzer, Timothy; Morphew, Jason W. (January 2020, American Association of Physics Teachers)
5. Impact of more realistic and earlier practice exams on student metacognition, study behaviors, and exam performance

   https://doi.org/10.1103/PhysRevPhysEducRes.19.010130  

   Zhang, Muxin; Morphew, Jason; Stelzer, Tim (April 2023, Physical Review Physics Education Research)

   Preparing for high-stakes exams in introductory physics courses is generally a self-regulated activity. Compared to other exam reviewing strategies, doing practice exams has been shown to help students recognize gaps in their knowledge, encourage active practicing, and produce long-term retention. However, many students, particularly students who are struggling with the course material, are not guided by research-based study strategies and do not use practice exams effectively. Using data collected from a fully online course in Spring 2021, this study examines two interventions aimed at improving student selfregulated studying behaviors and enhancing student metacognition during exam preparation. We found that a modified format of online practice exams with one attempt per question and delayed feedback, increases the accuracy of feedback about student readiness for exams but does not change the accuracy of their predicted exam scores or studying behaviors. Additionally, an added mock exam one week before the actual exam impacts students’ intentions for studying but does not impact actual study behaviors or facilitate metacognition. These results suggest that interventions designed to improve exam preparation likely need to include explicit instruction on study strategies and student beliefs about learning. 

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