20.500.12556/RUL-182593 Beyond quiz scores: LMS behavioral metrics and their association with summative performance in higher education This study investigates how ongoing low-stakes quizzes and other learning management system (LMS)-based activities relate to performance on a summative course quiz in higher education. We analyzed course data from 37 first-year undergraduate students. Data were extracted from Moodle and covered weekly quiz scores across ten quizzes, number of attempts, attempt duration, latency between quiz release and first attempt, and student engagement with course materials. Descriptive statistics, Pearson correlations, and partial correlations were used to examine these relationships. The findings consistently point in the same direction: when and how often students engaged with quizzes mattered far more than how well they scored on them. Longer latency—that is, delaying the first quiz attempt after release—was strongly negatively associated with final quiz performance, while students who attempted quizzes more frequently and completed them more quickly tended to perform better. Among course materials, viewing the core lecture handouts showed the strongest positive association with final scores, while additional reading, Moodle lesson completion, and Padlet participation showed weaker but statistically significant positive associations. Topic materials were not significantly associated with final quiz performance. Partial correlation analyses confirmed that latency, number of attempts, and handout views each remained independently associated with final performance after controlling for average quiz score, suggesting these behavioral indicators capture something that raw accuracy alone does not. These results align with testing-effect and self-regulated learning research and point to a clear practical implication: course designs that encourage early, repeated engagement with structured core materials are likely to support better student outcomes than those that rely primarily on quiz scores as a proxy for learning. formative assessment low-stakes quizzing Moodle learner engagement self-regulated learning testing effect higher education academic performance visoko šolstvo preverjanje znanja formativno spremljanje znanja učna angažiranost samoregulacijsko učenje učna uspešnost true false true Angleški jezik Slovenski jezik Članek v reviji 2026-05-18 13:47:29 2026-05-18 13:47:39 2026-05-19 04:36:19 0000-00-00 00:00:00 2026 0 0 Str. 1-14 [article] 772 [issue] 5 13 May 2026 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2026-05-13 378 2227-7102 10.3390/educsci16050772 278512899 https://www.mdpi.com/2227-7102/16/5/772 1 0ef02f72-52af-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=233990 education-16-00772_(002).pdf education-16-00772_(002).pdf 1 863218BC3F77D2F1A3714DF6C9B0DD5E fe797ae34f3dfe7030f93f3deb0f7185154e20f39f30af521a8fc6218c10405a d3a5f4ea-52af-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=233991 Filozofska fakulteta 0 0 0