Students' Performance and Satisfaction with Web vs. Paper-Based Practice Quizzes and Lecture Notes

Autor/inn/en	Macedo-Rouet, Monica; Ney, Muriel; Charles, Sandrine; Lallich-Boidin, Genevieve
Titel	Students' Performance and Satisfaction with Web vs. Paper-Based Practice Quizzes and Lecture Notes
Quelle	In: Computers & Education, 53 (2009) 2, S.375-384 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2009.02.013
Schlagwörter	Undergraduate Students; Notetaking; Tests; Lecture Method; Computers; Universities; Higher Education; Web Sites; Mathematics Tests; Mathematics Instruction; Hypothesis Testing; Time on Task; Web Based Instruction; Printed Materials; Programmed Tutoring; Computer Assisted Testing; Test Construction; Test Format; Computer Uses in Education + Suchen Sie Ihr Suchwort? Examination; Prüfung; Examen; Digitalrechner; University; Universität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Web-Design; Mathematics lessons; Mathematikunterricht; Hypothesenprüfung; Hypothesentest; Zeitaufwand; Web Based Training; Programmiertes Lernen; Testaufbau; Testentwicklung; Computernutzung
Abstract	The use of computers to deliver course-related materials is rapidly expanding in most universities. Yet the effects of computer vs. printed delivery modes on students' performance and motivation are not yet fully known. We compared the impacts of Web vs. paper to deliver practice quizzes that require information search in lecture notes. Hundred and twenty two undergraduate students used either a web site or printed documents to answer 18 mathematics questions during a tutored session. A revised Web site was designed based on ergonomic criteria, to test the hypothesis that improved usability would decrease time spent on the task, the number of pages consulted, and students' perceived cognitive load. The group working with printed documents had the highest performance. Furthermore, students perceived the paper materials as less effortful to read, and expressed preference for printing lecture notes and questions. However, students appreciated having a Web site available. No differences were found between the two sites. We conclude that Web delivery imposed higher perceived cognitive load due to the need to read lengthy documents. We suggest possible ways to improve Web-based practice materials, such as simultaneous display of questions and lecture notes. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10