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

研究成果: Conference contribution

3 引文 斯高帕斯(Scopus)

摘要

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.

原文English
主出版物標題Proceedings of the 17th International Conference on Computers in Education, ICCE 2009
頁面915-919
頁數5
出版狀態Published - 2009 十二月 1
事件17th International Conference on Computers in Education, ICCE 2009 - Hong Kong, Hong Kong
持續時間: 2009 十一月 302009 十二月 4

出版系列

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

Other

Other17th International Conference on Computers in Education, ICCE 2009
國家Hong Kong
城市Hong Kong
期間09-11-3009-12-04

All Science Journal Classification (ASJC) codes

  • Computer Science (miscellaneous)
  • Education

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  • 引用此

    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. 於 Proceedings of the 17th International Conference on Computers in Education, ICCE 2009 (頁 915-919). (Proceedings of the 17th International Conference on Computers in Education, ICCE 2009).