Abstract
The present study investigated the effect of constructed responses and multiple-choice item types with cueing in students' vocabulary learning in a self-guided web-based language learning environment. 70 sixth grade students participated in this study and were assigned to one of the four conditions: (1) MC (multiple-choice only), (2) MC-C (multiple-choice with cueing), (3) CR (constructed responses only), and (4) CR-C (constructed responses with cueing). The results of this study suggest that constructed responses items had greater effect than the multiple-choice items on students' posttests (recall and recognition). The interaction effect between item types with cueing was not significant. Students reported higher cognitive load when receiving multiple-choice items than constructed responses. The present study supports the findings of other research in vocabulary learning; however, future research should explore the interaction of cognitive load and learning tasks to enhance the merit of online learning using different item types.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 17th International Conference on Computers in Education, ICCE 2009 |
| Pages | 915-919 |
| Number of pages | 5 |
| Publication status | Published - 2009 Dec 1 |
| Event | 17th International Conference on Computers in Education, ICCE 2009 - Hong Kong, Hong Kong Duration: 2009 Nov 30 → 2009 Dec 4 |
Publication series
| Name | Proceedings of the 17th International Conference on Computers in Education, ICCE 2009 |
|---|
Other
| Other | 17th International Conference on Computers in Education, ICCE 2009 |
|---|---|
| Country | Hong Kong |
| City | Hong Kong |
| Period | 09-11-30 → 09-12-04 |
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All Science Journal Classification (ASJC) codes
- Computer Science (miscellaneous)
- Education
Cite this
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Effectiveness of constructed responses and multiple-choice questions on recall and recognition in a web-based language learning environment. / Chen, Ching-Huei; Chen, Yi Wei.
Proceedings of the 17th International Conference on Computers in Education, ICCE 2009. 2009. p. 915-919 (Proceedings of the 17th International Conference on Computers in Education, ICCE 2009).Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
TY - GEN
T1 - Effectiveness of constructed responses and multiple-choice questions on recall and recognition in a web-based language learning environment
AU - Chen, Ching-Huei
AU - Chen, Yi Wei
PY - 2009/12/1
Y1 - 2009/12/1
N2 - The present study investigated the effect of constructed responses and multiple-choice item types with cueing in students' vocabulary learning in a self-guided web-based language learning environment. 70 sixth grade students participated in this study and were assigned to one of the four conditions: (1) MC (multiple-choice only), (2) MC-C (multiple-choice with cueing), (3) CR (constructed responses only), and (4) CR-C (constructed responses with cueing). The results of this study suggest that constructed responses items had greater effect than the multiple-choice items on students' posttests (recall and recognition). The interaction effect between item types with cueing was not significant. Students reported higher cognitive load when receiving multiple-choice items than constructed responses. The present study supports the findings of other research in vocabulary learning; however, future research should explore the interaction of cognitive load and learning tasks to enhance the merit of online learning using different item types.
AB - The present study investigated the effect of constructed responses and multiple-choice item types with cueing in students' vocabulary learning in a self-guided web-based language learning environment. 70 sixth grade students participated in this study and were assigned to one of the four conditions: (1) MC (multiple-choice only), (2) MC-C (multiple-choice with cueing), (3) CR (constructed responses only), and (4) CR-C (constructed responses with cueing). The results of this study suggest that constructed responses items had greater effect than the multiple-choice items on students' posttests (recall and recognition). The interaction effect between item types with cueing was not significant. Students reported higher cognitive load when receiving multiple-choice items than constructed responses. The present study supports the findings of other research in vocabulary learning; however, future research should explore the interaction of cognitive load and learning tasks to enhance the merit of online learning using different item types.
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UR - http://www.scopus.com/inward/citedby.url?scp=84863139645&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:84863139645
SN - 9789868473539
T3 - Proceedings of the 17th International Conference on Computers in Education, ICCE 2009
SP - 915
EP - 919
BT - Proceedings of the 17th International Conference on Computers in Education, ICCE 2009
ER -