Formative Assessment Mediated by Multimedia Resources: Key to Enhancing Understanding and Knowledge Retention in Higher Education

Abstract

Formative assessment has gained increasing relevance in higher education by focusing on continuous feedback and the development of competences beyond final grading. However, traditional practices often prioritise memorisation, which limits deep understanding and knowledge retention. Within this framework, multimedia resources offer new pedagogical possibilities by presenting information in an interactive and multisensory manner, enhancing both motivation and content assimilation. The aim of this study was to analyse the impact of formative assessment mediated by multimedia resources on the understanding and retention of knowledge among university students. A mixed-method approach with a quasi-experimental design was applied, using a sample of 180 students distributed into a control group and an experimental group. The instruments included comprehension tests, two-week retention questionnaires, perception scales, and semi-structured interviews with lecturers. The results showed that students in the experimental group, who participated in assessment activities supported by interactive videos, simulators, and digital platforms, obtained significantly higher scores in immediate comprehension and medium-term retention. In addition, they reported greater motivation, clearer understanding of the content, and stronger engagement with autonomous learning. In contrast, the control group maintained a stable performance but with lower involvement and recall. In conclusion, the integration of multimedia resources into formative assessment represents an effective strategy for improving the quality of learning in higher education, providing evidence of its potential to transform teaching and assessment processes at the university level.