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.

翻译：本研究探讨了在混合式研究生课程中，问题类型与反馈对学习效果的影响。通过对32名学生在30,198次互动数据进行分析，我们评估了独特问题与重复问题的效果差异，以及反馈对学生学习的影响。研究结果显示，尽管学生在重复性问题中表现更佳，但面对独特问题时，其知识泛化能力显著优于重复性问题。此外，我们发现解释性反馈的时间点相比练习机会本身，是预测学习效果的更为稳健的指标。这些发现表明，教育实践与技术平台应优先设计多样化问题以优化学习过程。研究同时强调了反馈的关键作用：反馈前的学习机会对知识提升的促进作用相对较弱。