How quizzes work

    Test yourself into knowing it.

    AI-generated multiple choice with real distractors, instant explanations, and retakes that don't stop until you've nailed every question.

    Generate a quiz
    QuestionABCD
    1

    Generate

    Upload a document, paste text, or drop in a URL. AI reads your source and writes multiple-choice questions with plausible distractors — wrong answers that look reasonable, so getting it right means you actually know it.

    QuestionABCD
    2

    Answer & explain

    Pick an answer and get instant feedback. AI explanations spell out why the right answer is right and why each distractor is wrong. Disagree with the grading? Challenge the answer and the AI will defend its choice or concede.

    QuestionOption A✕Option B✓Option COption DWHY
    3

    Retake to mastery

    Questions you got wrong come back on the next attempt. Your stats track every question across every retake, so a single quiz keeps teaching you until you've answered every question correctly — not just graded you once.

    1st try40%2nd65%3rd85%4th100%

    The science

    Why quizzing teaches better than reading.

    Testing effect1

    The act of retrieving an answer is itself a learning event. Tested material is remembered substantially better than material studied for the same amount of time.

    Retrieval-induced learning1

    Multiple-choice questions with strong distractors force you to compare, eliminate, and commit — all of which deepens the trace, not just confirms it.

    Desirable difficulty2

    Effortful retrieval, slight delay, and being occasionally wrong all feel harder but produce stronger long-term learning — Bjork's principle of desirable difficulty.

    References

    1. [2]Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. Link
    2. [3]Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380. Link
    3. [6]Bjork, R. A., & Bjork, E. L. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In Psychology and the real world. Link

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