In addition, since educational research has convincingly shown that students learn more and are more motivated in a course in which they are active participants as opposed to passive learners (Darcy & Henderson, 2010; Halpern & Hakel, 2003; inter alia), the JiTT originators wanted to create a strategy that engaged students, prepared them for class discussion, motivated them in and out of class, and stimulated curiosity about course content