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The Effects of Citing Peer-Generated Questions during an Online Student Test-Construction Learning Task
PROCEEDING

, National Cheng Kung University, Taiwan, Taiwan ; , National Cheng Kung University, Taiwan

EdMedia + Innovate Learning, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The effects of citing peer-generated questions during an online student test-construction learning task on student question-generation performance and cognitive load were examined. A pretest-posttest quasi-experimental design was adopted. Six fifth-grade classes (N=165) were randomly assigned to two treatment groups (i.e., the citing and no-citing groups). An online learning system was used to support associated tasks for eleven weeks. The data was examined using the analysis of covariance, and the results showed significance differences in student question-generation performance between the two treatment groups, with the citing group scoring significantly higher than the no-citing group. Nevertheless, no statistically significant differences in cognitive load were found between the two groups. Significance of this study and suggestions for instructors and online system developers are provided.

Citation

Yu, F.Y. & Wei, J.K. (2017). The Effects of Citing Peer-Generated Questions during an Online Student Test-Construction Learning Task. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 1046-1049). Washington, DC: Association for the Advancement of Computing in Education (AACE). Retrieved December 18, 2018 from .

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