The recent development of educational technology, which was greatly accelerated by the COVID-19 pandemic, has forced institutions of higher learning worldwide to switch to the models of online and blended learning. These platforms transform the model of knowledge dissemination through flexible and easily available resources and adaptive algorithms to deliver a customized learning experience. The interactive assessment is an essential part of such a transformation, and specialisable applications enable the educator to make adaptable quizzes, which correspond to particular learning outcomes and produce instant feedback. It is the perfect balance between technological and pedagogical aspects that will determine the successful implementation of these systems because the quality of the system and information is critical to the user satisfaction. Research has shown that, students usually get better scores and also get to engage more using the online quizzes that are interactive as opposed to the traditional ones and also acquire important self-discipline and time management techniques. Nevertheless, enduring issues, including the technological obstacles of disadvantaged populations in society, the threat of exam cheating, and the necessity of teachers revising their conventional pedagogies indicate that e-learning platforms can only be effective as effective auxiliaries but not substitutes of face-to-face education.
Tiwari et al. (Wed,) studied this question.
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