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The Effectiveness of Constructed-Response and Multiple-Choice Study Tasks in Computer Aided Learning
ARTICLE

Journal of Educational Computing Research Volume 28, Number 4, ISSN 0735-6331

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. (Contains 2 tables and 1 figure.)

Citation

Clariana, R.B. (2003). The Effectiveness of Constructed-Response and Multiple-Choice Study Tasks in Computer Aided Learning. Journal of Educational Computing Research, 28(4), 395-406. Retrieved May 26, 2019 from .

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