As was sort of offhandedly mentioned in the article, all pre-LLM research into what results in students actually learning the material (as a distinct thing from passing the class) has landed pretty solidly on the side of frequent, low-stakes exams having better outcomes than rare high-stakes exams. The best students learn the material regardless of how you evaluate them; some weaker students will benefit from more frequent nudges to keep up rather than trying to cram at the end, some students simply won't realize they're falling behind without regular feedback, and some students successfully cram at the end and pass the class without retaining much of the material. The final group often expresses a preference for the one-exam-at-the-end model despite being disserved by it if the goal is to learn and not merely pass.