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.
UR - http://www.scopus.com/inward/record.url?scp=84863139645&partnerID=8YFLogxK
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
T2 - 17th International Conference on Computers in Education, ICCE 2009
Y2 - 30 November 2009 through 4 December 2009
ER -