Dickens once wrote, “It is a far, far better quiz that I write, than I have ever written before.”
Okay, fine. Dickens never wrote that. To set the record straight, he wrote: “It is a far, far better thing that I do, than I have ever done; it is a far, far better rest that I go to than I have ever known.”
When I teach my eLearning classes, a common question is, “How many quiz questions should I include per minute of course content?”
It’s a fair question, and while there’s no single formula, recent research provides clear guidance on how quiz frequency, quality, and placement affect learner outcomes.
Why Quiz Frequency Matters
Quizzes aren’t just a way to measure knowledge — they’re a way to strengthen it. By prompting learners to retrieve information, quizzes reinforce retention and help keep attention on track.
- Chan et al. (2025) found that inserting quizzes directly within online lectures improved learning outcomes for community college and university students. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11965562/
- Knopps et al. (2023) reported that collaborative retrieval practice — learners answering quiz questions together — reduced mind-wandering and increased sustained focus. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10929687/
Both studies highlight that quizzes aren’t interruptions — they’re active learning tools.
A Practical Rule of Thumb
When my clients ask for specifics, I recommend about one quiz question every 2–5 minutes of eLearning content. This pacing gives learners enough time to process information before being asked to retrieve it.
- Short modules (under 10 minutes): 1–2 targeted questions at the end may be enough.
- Longer modules (15–30 minutes): Break the lesson into smaller segments, each followed by a quick knowledge check.
- Complex or technical content: Use a higher density — closer to one question every 2 minutes.
This guidance aligns with Kim, Carozza & Sandford (2024), who showed that the frequency of quizzes and the accuracy of learner responses were strong predictors of final grades in online courses. https://osotl.org/osotl/article/view/82/139
Frequency, Stakes, and Quality
But frequency isn’t the whole story. The stakes and quality of questions matter too.
- Bulut (2025) demonstrated that the impact of formative assessments depends on both how often they’re used and whether they’re mandatory or optional. https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.13087
- Pitt & Huebner (2022) ran a semester-long randomized controlled trial (plus a follow-up cohort comparison) and found that adding repeated review questions/quizzes improved exam averages by about 10–12 percentage points, independent of class format. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0279296
These findings reinforce that it’s not about piling on questions but designing meaningful, well-placed interactions.
Best Practices
When designing quizzes for eLearning, I suggest:
- Align each question with a learning objective — no filler or trivia.
- Mix up formats — use multiple choice, drag-and-drop, or scenario-based items.
- Deliver immediate feedback — let learners know why their answer is correct or incorrect.
- Distribute quizzes throughout modules — don’t save them all for the end.
- Focus on quality and alignment — frequency matters, but well-crafted questions make the difference.
The Bottom Line
When participants in my classes ask about quiz frequency, I remind them there’s no perfect number. That said, research supports aiming for one well-designed question every 2–5 minutes of eLearning content, adjusting based on complexity and learner needs. Ultimately, the goal is not just to test — to keep learners engaged, reinforce retrieval, and boost long-term retention.
See also: Don’t Write Trick Quiz Questions.