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Designating “hot” items in multiple‐choice questions—A strategy for reviewing course materials
ARTICLE

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Journal of Computer Assisted Learning Volume 35, Number 2, ISSN 1365-2729 Publisher: Wiley

Abstract

Suppose learners use their free time to go online to review course materials, and they do so by taking optional tests that consist of multiple‐choice questions (MCQs). What will happen if, for every practice question, there is always a choice (out of four possible choices) that is marked as “the (current) hot choice?” Will this make any difference in learning effects? To answer this question, an educational experiment was conducted. It was found that “hot designations” helped the experimental group perform significantly better in both the immediate post‐test exam and a delayed post‐test exam and that learners with higher levels of initial knowledge benefited more from this review strategy. From the results of a follow‐up questionnaire and one‐on‐one interviews, it was found that the proposed review strategy promoted a more thorough thinking style in subjects of the experimental group.

Citation

Hsia, Y., Jong, B., Lin, T. & Liao, J. (2019). Designating “hot” items in multiple‐choice questions—A strategy for reviewing course materials. Journal of Computer Assisted Learning, 35(2), 188-196. Wiley. Retrieved November 17, 2019 from .