Review question formats and web design usability in computer-assisted instruction

• Rebecca S. Green ^[1] ; Marion A. Eppler ^[2] ; Marsha Ironsmith ^[2] ; Karl L. Wuensch ^[2]
  1. [1] North Carolina State University

     North Carolina State University

     Township of Raleigh, Estados Unidos

     
  2. [2] East Carolina University

     East Carolina University

     Township of Greenville, Estados Unidos

     
• Localización: British journal of educational technology, ISSN 0007-1013, Vol. 38, Nº. 4, 2007, págs. 679-686
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • We tested the effects of two embedded review question formats and the application of web design guidelines in a computer-assisted mastery learning course in developmental psychology. Students used either a branching review question format that redirected them to relevant portions of the study module after incorrect answers or a linear format that only provided the correct answer and then continued to the next review question. Students who used the branching format scored higher on their first attempt to pass the mastery quiz, and they required fewer tries to achieve the 90% mastery criterion. The effectiveness of web design guidelines was evaluated based on students’ opinions. Students with positive opinions about the readability and navigational usability of the study module scored higher on their first quiz.