Effectiveness of constructed responses and multiple-choice questions on recall and recognition in a web-based language learning environment

Ching-Huei Chen, Yi Wei Chen

Research output: Chapter in Book/Report/Conference proceedingConference contribution

3 Citations (Scopus)

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 languageEnglish
Title of host publicationProceedings of the 17th International Conference on Computers in Education, ICCE 2009
Pages915-919
Number of pages5
Publication statusPublished - 2009 Dec 1
Event17th International Conference on Computers in Education, ICCE 2009 - Hong Kong, Hong Kong
Duration: 2009 Nov 302009 Dec 4

Publication series

NameProceedings of the 17th International Conference on Computers in Education, ICCE 2009

Other

Other17th International Conference on Computers in Education, ICCE 2009
CountryHong Kong
CityHong Kong
Period09-11-3009-12-04

Fingerprint

learning environment
Students
language
learning
vocabulary
student
interaction
school grade

All Science Journal Classification (ASJC) codes

  • Computer Science (miscellaneous)
  • Education

Cite this

Chen, C-H., & Chen, Y. W. (2009). Effectiveness of constructed responses and multiple-choice questions on recall and recognition in a web-based language learning environment. In Proceedings of the 17th International Conference on Computers in Education, ICCE 2009 (pp. 915-919). (Proceedings of the 17th International Conference on Computers in Education, ICCE 2009).
Chen, Ching-Huei ; Chen, Yi Wei. / Effectiveness of constructed responses and multiple-choice questions on recall and recognition in a web-based language learning environment. Proceedings of the 17th International Conference on Computers in Education, ICCE 2009. 2009. pp. 915-919 (Proceedings of the 17th International Conference on Computers in Education, ICCE 2009).
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Chen, C-H & Chen, YW 2009, Effectiveness of constructed responses and multiple-choice questions on recall and recognition in a web-based language learning environment. in Proceedings of the 17th International Conference on Computers in Education, ICCE 2009. Proceedings of the 17th International Conference on Computers in Education, ICCE 2009, pp. 915-919, 17th International Conference on Computers in Education, ICCE 2009, Hong Kong, Hong Kong, 09-11-30.

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 proceedingConference contribution

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Chen C-H, Chen YW. Effectiveness of constructed responses and multiple-choice questions on recall and recognition in a web-based language learning environment. In 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).