The Effectiveness of Constructed-Response and Multiple-Choice Study Tasks in Computer Aided Learning
Journal of Educational Computing Research Volume 28, Number 4, ISSN 0735-6331
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.)
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.
Cited ByView References & Citations Map
The Effects of Response Modes and Cues on Language learning, Cognitive Load and Self-Efficacy Beliefs in Web-Based Learning
Ching-Huei Chen, National Changhua University of Education, Taiwan; Kun Huang, Mississippi State University, United States
Journal of Educational Multimedia and Hypermedia Vol. 23, No. 2 (April 2014) pp. 117–134
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.