Abstract Background Previous research has demonstrated that quizzing can improve self‐regulation processes and learning performances. However, it remains unclear whether quizzes in multimedia material bring similar benefits, and whether interindividual differences such as working memory capacity (WMC) modulate quizzing effects. Aims This study aimed to examine the effects of embedded quizzes (multiple quizzes within the learning sequence) with feedback during a multimedia learning sequence on self‐regulated processing (monitoring and control) and learning performances on repeated (material already tested) and new (untested) questions, and possible WMC moderation on performances. Sample and Methods Participants were 59 students who learned a multimedia neuroscience course module in either a no‐quiz or embedded quizzes condition. With regard to self‐regulated processing, control was assessed with eye‐tracking measures (fixation durations and transitions between texts and illustrations), and monitoring by comparing self‐reported judgements of learning with actual performances (calibration). At the end, students' WMC was measured, and learning performances were assessed with repeated and new questions. Results Quizzing improved learning performances on repeated and new questions, and enhanced monitoring (better calibration). Students with low WMC benefited more from quizzing for new questions than those with high WMC. However, contrary to our hypothesis, the embedded quizzes group allocated less time to the learning than the no‐quiz group. Conclusions Embedded quizzes are relevant tools to help students recalibrate their monitoring process and foster more effective self‐regulated learning. Results confirm that the use of quizzes can be recommended to improve the learning of multimedia material, especially among students with low WMC.