The effects of different procedural prompts on online student-generated question performance in terms of cognitive levels

Fu Yun Yu, Wen Wen Cheng

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

The main purpose of this study was to examine the effects of two different procedural prompts on online student-generated question performance in terms of cognitive levels. A total of 41 undergraduates enrolled in an English as a foreign language class participated in this study for four weeks. Questions the participants generated corresponding to the learning material in Zuvio, an online instant interactive system, were analyzed using the revised Bloom’s taxonomy to examine the cognitive level dispersion of student-generated questions. Four important findings were obtained. First, as a whole, students-generated questions spread across low, medium, and high cognitive levels, with more than 60% of the generated questions falling in the medium and high cognitive levels. Second, the majority of the questions generated along the ‘signal words plus the answer is’ procedural prompts were at the medium level whereas most of the questions generated along the ‘question stems’ procedural prompt were at the low level. Third, the result of the chi-square test found a significant difference between the two different procedural prompts in terms of cognitive level dispersion. Finally, despite that the ‘signal words plus the answer is’ procedural prompt appeared to be more effective in inducing a comparatively greater percentage of higher-level thinking questions, as compared to the ‘question stem’ prompt, no questions generated along the ‘signal words plus the answer is’ procedure prompt were at the highest create level. Suggestions for instructors and future studies are provided.

Original languageEnglish
Title of host publicationICCE 2019 - 27th International Conference on Computers in Education, Proceedings
EditorsMaiga Chang, Hyo-Jeong So, Lung-Hsiang Wong, Ju-Ling Shih, Fu-Yun Yu, Michelle P. Banawan, Ben Chang, Weiqin Chen, Andrei D. Coronel, Swapna Gottipati, H. Ulrich Hoppe, Morris S.Y. Jong, Calvin Liao, Jon Mason, Fan Ouyang, Patcharin Panjaburee, Ma. Mercedes T. Rodrigo, Yanjie Song, Niwat Srisawasdi, Ahmed Tlili, Chengjiu Yin
PublisherAsia-Pacific Society for Computers in Education
Pages399-404
Number of pages6
ISBN (Electronic)9789869721448
Publication statusPublished - 2019 Nov 19
Event27th International Conference on Computers in Education, ICCE 2019 - Kenting, Taiwan
Duration: 2019 Dec 22019 Dec 6

Publication series

NameICCE 2019 - 27th International Conference on Computers in Education, Proceedings
Volume2

Conference

Conference27th International Conference on Computers in Education, ICCE 2019
CountryTaiwan
CityKenting
Period19-12-0219-12-06

All Science Journal Classification (ASJC) codes

  • Computer Science (miscellaneous)
  • Computer Science Applications
  • Information Systems
  • Hardware and Architecture
  • Education

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