Knowledge check questions: Is interactivity warranted during a narrated presentation?

This study considered the effectiveness of ―knowledge check questions,‖ during a narrated presentation. Classic instructional design literature encourages the use of these questions as a self-assessment during a presentation. However, empirical research conducted both in the classroom and in clinical settings demonstrated the need for delayed, as opposed to immediate, feedback. In addition, there is little empirical research which considers immediate feedback within narrated presentations, or their use as study materials over longer periods of time. This study considers this hybrid scenario of providing immediate feedback during a presentation, but also allowing students to study the materials as instructional support over longer periods of time. The study compared the performances of those using knowledge check questions to those who did not. The results showed that those learners who were exposed to knowledge check questions performed better than the control group.