The effectiveness of constructed-response and multiple-choice study tasks in computer aided learning

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16 Scopus citations

Abstract

This study compares the effectiveness of multiple-choice (MC) and constructed-response (CR) study tasks both with feedback. Graduate students (n = 46) completed a computer-delivered vocabulary lesson on instructional design terms followed by cued recall and recognition posttests. The CR study task was significantly more effective than the MC study task on the recognition posttest, but not on the cued recall posttest. Designers should consider expanding the use of CR study tasks in similar instructional cases.

Original languageEnglish (US)
Pages (from-to)395-406
Number of pages12
JournalJournal of Educational Computing Research
Volume28
Issue number4
DOIs
StatePublished - Jan 1 2003

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science Applications

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