When Knowledge Isn’t Power: The Influence of Prior Knowledge on Question Generation Training
Jeremiah Sullins, Harding University, United States ; Samuel Acuff, University of Memphis, United States ; Daniel Neely, Auburn University, United States ; Xiangen Hu, University of Memphis, United States
Journal of Educational Multimedia and Hypermedia Volume 27, Number 2, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Is it possible to teach a learner to become a better question asker in as little as 25 minutes? Given that many teachers and school districts do not have the resources to provide individualized question training to students, the current study sought to explore the benefits of using animated pedagogical agents to teach question asking skills in a relatively short amount of time (approximately 25 minutes). Results revealed a significant difference in the quality of questions generated on the posttest as a function of condition. Additionally, results revealed a significant interaction between prior knowledge and question training on the posttest scores.
Sullins, J., Acuff, S., Neely, D. & Hu, X. (2018). When Knowledge Isn’t Power: The Influence of Prior Knowledge on Question Generation Training. Journal of Educational Multimedia and Hypermedia, 27(2), 245-265. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 17, 2019 from https://www.learntechlib.org/primary/p/181006/.
© 2018 Association for the Advancement of Computing in Education (AACE)
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