Testing Is Learning: Using Randomized, Parametrized, And Diversified Weekly Online Quizzes With Answer-Dependent Feedback In Multivariable Calculus

In this paper, we present the development and evaluation of an online quiz system designed to enhance learning outcomes in multivariable calculus (MC) for engineering students. MC is crucial for understanding various engineering disciplines but often poses challenges due to its abstract nature. The quizzing system integrates formative and summative assessments, drawing on cognitive psychology research, and aligns with educational principles emphasizing active learning. Results indicate a positive correlation between engagement in practice quizzes and graded quizzes scores, supporting the system's effectiveness in improving student performance. However, student feedback suggests areas for improvement, particularly in quiz randomization and feedback adaptiveness. The study underscores the importance of integrating technology-enhanced learning tools into mathematics education, offering insights for future refinement and implementation in engineering curricula.