--- title: "Reducing achievement gaps: Exploring how learning by doing can support diverse student success" description: "AI-generated questions in context: A contextualized investigation using platform data, student feedback, and faculty observations." --- < Back to Publications # Reducing achievement gaps: Exploring how learning by doing can support diverse student success ## Abstract Formative practice applied for a learning-by-doing approach is widely known to be an effective learning method for all students, but for disadvantaged students in particular. Different student populations—ethnic minorities, first generation college students, or economically disadvantaged—have historically had achievement gaps in higher education. Institutions have a responsibility to support diversity, equity, and inclusion, and utilize pedagogical practices and learning technology that can reduce the disparities in student success. This study analyzes a psychology course at the University of Central Florida that assigned formative practice in courseware to determine how this learning-by-doing method impacted exam scores for these student populations. [Read Publication](https://www.thinkmind.org/library/eLmL/eLmL_2025/elml_2025_1_20_50017.html) ##### Date May 18, 2025 ##### Authors - Martha Hubertz - Patsy Moskal - Rachel Van Campenhout - Benny G. Johnson ##### Research Areas [Doer Effect](https://research.vitalsource.com/publications/tag/doer-effect) [Teaching & Learning](https://research.vitalsource.com/publications/tag/teaching-learning) ##### Venue The Seventeenth International Conference on Mobile, Hybrid, and On-line Learning ##### Citation Hubertz, M., Moskal, P., Van Campenhout, R., & Johnson, B. G. (2025). Reducing achievement gaps: Exploring how learning by doing can support diverse student success. *The Seventeenth International Conference on Mobile, Hybrid, and On-line Learning (eLmL 2025)*, 7–12. IARIA. 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