This study examines the effects of question type and feedback on learning outcomes in a hybrid graduate-level course. By analyzing data from 32 students over 30,198 interactions, we assess the efficacy of unique versus repeated questions and the impact of feedback on student learning. The findings reveal students demonstrate significantly better knowledge generalization when encountering unique questions compared to repeated ones, even though they perform better with repeated opportunities. Moreover, we find that the timing of explanatory feedback is a more robust predictor of learning outcomes than the practice opportunities themselves. These insights suggest that educational practices and technological platforms should prioritize a variety of questions to enhance the learning process. The study also highlights the critical role of feedback; opportunities preceding feedback are less effective in enhancing learning.