Designating "hot" items in multiple‐choice questions—A strategy for reviewing course materials.
Suppose learners use their free time to go online to review course materials, and they do so by taking optional tests that consist of multiple‐choice questions (MCQs). What will happen if, for every practice question, there is always a choice (out of four possible choices) that is marked as "the (cu...
| Publicado en: | Journal of Computer Assisted Learning Vol. 35; no. 2; pp. 188 - 197 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=135292580&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 135292580 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2019 vid: 35 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 135292580 135292580 135292580 10.1111/jcal.12320 135292580 ppf: 188 ppct: 9 formats: tig: atl: Designating "hot" items in multiple‐choice questions—A strategy for reviewing course materials. aug: au: Hsia, Yen‐Teh Jong, Bin‐Shyan Lin, Tsong‐Wuu Liao, Ji‐Yang affil: Department of Information and Computer Engineering, Chung Yuan Christian University, Taoyuan Taiwan sug: subj: Achievement Tests Teaching Methods Course Content Evaluation Learning Evaluation Human Students, Undergraduate Psychosocial Factors Taiwan World Wide Web Questionnaires One-Way Analysis of Variance Analysis of Covariance Pretest-Posttest Design Data Analysis Software Critical Thinking Descriptive Statistics Skill Retention ab: Suppose learners use their free time to go online to review course materials, and they do so by taking optional tests that consist of multiple‐choice questions (MCQs). What will happen if, for every practice question, there is always a choice (out of four possible choices) that is marked as "the (current) hot choice?" Will this make any difference in learning effects? To answer this question, an educational experiment was conducted. It was found that "hot designations" helped the experimental group perform significantly better in both the immediate post‐test exam and a delayed post‐test exam and that learners with higher levels of initial knowledge benefited more from this review strategy. From the results of a follow‐up questionnaire and one‐on‐one interviews, it was found that the proposed review strategy promoted a more thorough thinking style in subjects of the experimental group. Lay Description: What is already known about the subject matter: There are good reasons why multiple‐choice questions (MCQs) are a popular choice for tests.E‐learning such as game‐based/mobile learning often uses MCQs for formative assessment.The main "problem" with MCQs is that MCQ tests tend to encourage rote learning.It is desirable to use MCQ tests to promote meaningful learning.What this paper adds to the subject matter: An HMCQ is an MCQ with one of its four choices being marked as "the (current) hot choice."The proposed review strategy requires learners to use their free time to do online tests.Learners taking HMCQ tests better retained knowledge than learners taking MCQ tests.Learners with higher levels of initial knowledge benefited most from the HMCQ review strategy.Implications of study findings for practitioners: It should be worthwhile to use HMCQ tests to help learners review course materials.The effect of "hot" designations (in MCQs) on learning still needs to be clearly delineated.Are there other approaches that also go well with "hot" designations (in MCQs)? pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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