Online homework systems have been shown to help student achievement in chemistry courses. This study sought to compare the levels of knowledge retention in students over the course of a semester, using two different types of homework systems—the adaptive-responsive system and the traditional-responsive system. Two sections of a first semester general chemistry course were investigated, with one section using the adaptive-responsive system and the other using the traditional-responsive system. Students’ grades on cumulative exams were compared across both sections, and it was found that students using the adaptive-responsive system scored significantly higher on the exams and retained significantly more information than the students in the other section. The results of this study should help inform the choices educators make regarding the homework system they choose to use, or even which parts of the different systems they choose to use or not to use based on the outcomes they would like for their student population.

在线作业系统已被证明可以帮助学生在化学课程中取得成就。这项研究试图使用两种不同类型的家庭作业系统（自适应响应系统和传统响应系统）来比较一个学期学生的知识保留水平。对第一学期普通化学课程的两个部分进行了研究，一个部分使用自适应响应系统，另一部分使用传统响应系统。在两个部分中比较了学生在累积考试中的成绩，发现使用自适应响应系统的学生在考试中的得分显着高于其他部分，并且保留了更多的信息。