Multimedia quizzes in the educational process: practical solutions and domestic approaches

Abstract

The article presents the practical experience of integrating multimedia quizzes into lecture-based instruction for students of technical programs within the Russian higher education system. The study examines the use of domestic platforms for creating various types of interactive tasks, including flashcards, single- and multiple-choice quizzes, sequence-reconstruction tasks, matching exercises, and elements of random selection implemented through a digital roulette tool. The findings demonstrate that the systematic incorporation of multimedia quizzes throughout the semester increases student motivation and engagement, reduces response time, improves the proportion of correct answers, and enhances overall academic performance. Particular attention is given to methodological aspects such as quiz structuring, the selection of multimedia elements, sequencing of tasks, and the maintenance of emotional engagement within the audience. Modern implementation challenges are also identified, including the limitations of free-access plans, dependence on stable internet connectivity, and differences in students psychological characteristics that affect their level of activity. The results confirm that multimedia quizzes constitute an effective tool for integrating interactive learning into the lecture format, contributing to the development of analytical skills, sustained attention, and a positive learning environment. The study underscores the need for further analysis of optimal task types and models of their combination to maximize educational effectiveness within the domestic digital learning ecosystem.