Are There Positive Learning Effects of Online Access to Peer-Generated Questions?

Fu-Yun Yu, Yen Ting Yang

Research output: Chapter in Book/Report/Conference proceedingChapter


This study examined the effects of online access to peer-generated questions during question-generation activities on question-generation performance. This study adopted a quasi-experimental research method. Two eighth grade classes (N=63) were randomly assigned to different groups—the online access experimental group and the no access contrast group, and participated in six weekly question-generation sessions. An online student question-generation learning system was adopted to support the activity. Independent-sample t-tests done on student week-by-week question-generation performance did not reveal significant differences between the two groups in any of the 6 weeks. The implication of the study is provided.

Original languageEnglish
Title of host publicationSpringer Proceedings in Complexity
Number of pages5
Publication statusPublished - 2014 Jan 1

Publication series

NameSpringer Proceedings in Complexity
ISSN (Print)2213-8684
ISSN (Electronic)2213-8692

All Science Journal Classification (ASJC) codes

  • Applied Mathematics
  • Modelling and Simulation
  • Computer Science Applications


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