Student-Generated Feedback for Online Student-Generated Multiple-Choice Questions: Effects on Question-Generation Performance and Perspective-Taking Development

Abstract

An experimental study examining the learning effects of student-generated feedback for online student-generated multiple-choice questions was conducted. Four seventh-grade classes (n=109) participated for eight weeks. An online learning system was extended to support the activities. The results from ANCOVA confirmed additional benefits gained from having students generate feedback for each of the options of student-generated multiple-choice questions for the promotion of question-generation performance and perspective-taking development, as compared to student-generated multiple-choice questions alone. The results were supported and explained in light of the self-explanation and empathy theories.