The Learning Potential of Student-Generated Feedback with Multimedia Shareability for Online Student-Generated Multiple-Choice Questions

Abstract

An online system supporting student-generated feedback for student-generated questions was extended by including the feature of multimedia shareability. A study examining students’ perceived learning usefulness and task difficulties toward the extended multimedia capability for feedback-generation was conducted with sixty eight-grade students. Several significant findings were obtained. First, the X2 tests on perceived learning usefulness and task difficulties were both statistically significant. Second, the majority of the participants felt that multimedia-equipped feedback-generation better help their learning, and perceived text-based feedback-generation as intrinsically more difficult. Finally, the constant comparative method conducted on the explanatory reasons revealed that while added cognitive and affective gains were appreciated as the affordances of multimedia-equipped feedback-generation, emotional tensions were well noted due to the time-constrain issue. Suggested topics for future studies are provided.