Designating "Hot" Items in Multiple-Choice Questions--A Strategy for Reviewing Course Materials

Autor/inn/en	Hsia, Yen-Teh; Jong, Bin-Shyan; Lin, Tsong-Wuu; Liao, Ji-Yang
Titel	Designating "Hot" Items in Multiple-Choice Questions--A Strategy for Reviewing Course Materials
Quelle	In: Journal of Computer Assisted Learning, 35 (2019) 2, S.188-196 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hsia, Yen-Teh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12320
Schlagwörter	Multiple Choice Tests; Test Preparation; Learning Processes; Test Construction; Pretests Posttests; Scores; Achievement Gains; Thinking Skills; Control Groups; Experimental Groups; Computer Assisted Instruction; Student Attitudes; Cognitive Style + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Learning process; Lernprozess; Testaufbau; Achievement gain; Leistungssteigerung; Denkfähigkeit; Computer based training; Computerunterstützter Unterricht; Schülerverhalten; Cognitive styles; Kognitiver Stil
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01