How Biology Students Engage with Library Quizzes
Year: 2026
Type: other
Abstract: How do biology students engage with online quizzes in academic library instruction? This lightning talk presents an analysis of ~4000 quiz submissions from an Ecology & Evolutionary Biology (EEB) library session (2020-2024), revealing key patterns in student engagement. Findings show that students frequently submit multiple attempts to achieve a perfect score, with an average of two attempts per quiz. Additionally, topics related to search strategies and acquiring full-text resources emerged as the most challenging, highlighting opportunities for instructional improvement. A time-based analysis reveals that students overwhelmingly prefer taking quizzes in the afternoon and evening, providing valuable insights into their study habits and engagement patterns. By leveraging quiz data, librarians can refine instructional design, enhance student learning outcomes, and better support research skill development. This lightning talk will provide practical takeaways for academic librarians and educators interested in data-informed assessment, instructional design, and STEM library instruction.
DOI: 10.7275/wg75-vs80
Author: Li, Yaoguang
Language: English
Subfield: Library and Information Sciences
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7151404568
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