Abstract
Should computer-based study tasks use multiple-choice or constructed-response question formats? It was hypothesized that a constructed-response study task (CR) with feedback would be superior to multiple-choice study tasks that allowed either single or multiple tries (STF and MTF). Two additional recognition study task treatments were included that required an overt constructed response after feedback (STF+OR and MTF+OR) in order to control for possible confounding caused by response form mismatch between the recognition study task and recall posttest. Graduate students (N = 733) were randomly assigned to one of the five computer-delivered treatments. Relative to STF, posttest effect sizes were: STF < MTF (0.12) < CR (0.26) < STF+OR (0.55) < MTF+OR (0.62). As hypothesized, CR scores were larger than MTF and STF scores, although the difference was not significant. An overt response had a much stronger effect than expected. The theoretical and practical implications of these results are discussed.
Original language | English (US) |
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Pages (from-to) | 23-36 |
Number of pages | 14 |
Journal | Educational Technology Research and Development |
Volume | 49 |
Issue number | 3 |
DOIs | |
State | Published - 2001 |
All Science Journal Classification (ASJC) codes
- Education