This study investigated whether integrating online question generation tasks as part of the instructional process affected learners' perceived value toward the introduced strategy, and their adoption of learning approaches. Fifty students registered for an "Instructional Principles" course participated in the integrated condition while 161 students were put in the non-integrative condition. Data analyses via t-tests found statistical significant differences in task value (p <0.001) and surface approach (p <0.001). Students in the integrative study perceived higher value toward the online question-generation tasks and adopted surface approach significantly less frequently than those in the non-integrative approach. Implications for technology diffusion, instructional strategy instruction, and future studies are provided.