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The Effect of Question Styles and Methods in Quizzes Using Mobile Devices

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Mobile, Ubiquitous, and Pervasive Learning

Part of the book series: Advances in Intelligent Systems and Computing ((AISC,volume 406))

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Abstract

In this chapter, quizzes were administered to university students using smartphones and tablets. The impact of question styles and methods on motivation, and the percentage of correct answers were then investigated, while considering the test approach–avoidance tendencies. In Study 1, 20 multiple-choice questions were set, and differences between smartphones and tablets were analyzed in terms of the percentage of correct answers and the optimum number of questions. In Study 2, different question styles, namely multiple-choice, fill-in-the-blank, and a combination of both multiple choice and fill-in-the-blank, using tablets, were analyzed. In Study 3, for the question method for quizzes using smartphones, all questions were displayed and a series of questions and answers were analyzed for comparison. In Study 4, for the question method for quizzes, which was considered in the context of using smartphones, all questions were displayed and a series of questions and answers were analyzed.

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Abbreviations

IT:

Information technologies

References

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Acknowledgments

This work was supported by JSPS KAKENHI Grant Number 23700979 and 26350310. We thank the Center for Research on Educational Testing (https://www.cret.or.jp/?english) and the participating university students.

Author information

Authors and Affiliations

  1. Department of Technology and Information Science, Tokyo Gakugei University, 4-1-1 Nukuikita-machi, Koganei-shi, Tokyo, 184-8501, Japan

    Takeshi Kitazawa

  2. International Language Center, International Education & Exchange, Nagoya University, Furo-cho, Chikusa-ku, Nagoya, 464-8601, Japan

    Koki Sato

  3. JAPET: Japan Association for Promotion of Educational Technology, 1-9-13 Akasaka, Minato-ku, Tokyo, 107-0052, Japan

    Kanji Akahori

  4. CRET: Center for Research on Educational Testing, Shinjuku Mitsui Bldg., 13F, 2-1-1, Nishi Shinjuku, Shinjuku-ku, Tokyo, 163-0413, Japan

    Takeshi Kitazawa & Kanji Akahori

Authors
  1. Takeshi Kitazawa
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  2. Koki Sato
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  3. Kanji Akahori
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Corresponding author

Correspondence to Takeshi Kitazawa .

Editor information

Editors and Affiliations

  1. Artificial Intelligence on Education Lab, WOLNM:, Ciudad de México, Mexico

    Alejandro Peña-Ayala

Appendix 1

Appendix 1

  1. 1.

    Items of test approach-avoidance tendencies

    • Test approach tendencies

    1. 1.

      I feel like studying when there is a test.

    2. 2.

      When we have a test, I really want to get a better score than the others.

    3. 3.

      I try to compete positively with other people in tests.

    4. 4.

      I like tests.

    5. 5.

      I like to test my abilities through tests.

    • Test avoidance tendencies

    1. 6.

      I want to avoid making my lack of ability apparent through tests.

    2. 7.

      I feel anxious about whether I will get a bad score on a test.

    3. 8.

      I don’t like being compared to other people through tests.

    4. 9.

      I feel down when there is a test.

    5. 10.

      I think studying is more enjoyable when there are no tests.

  1. 2.

    Items of post-test questionnaire

    • Study 1

      Burden of taking quizzes

    1. 1.

      What do you think about the number of questions on the test carried out using mobile devices?

    2. 2.

      It was a burden to take this quiz using mobile devices.

    3. 3.

      I would prefer taking a quiz using mobile devices more often if there were fewer questions.

    4. 4.

      I would prefer taking a quiz using mobile devices more often if there were more questions.

    5. 5.

      If one mobile-device quiz was given after every class, such as the quiz given this time, how many questions would make you want to take the quiz?

    • Willingness to have quizzes

    1. 6.

      I was enthusiastic about taking this quiz using mobile devices.

    2. 7.

      This quiz using mobile devices was useful for reviewing the class.

    3. 8.

      This quiz using mobile devices connected what I learned in class with knowledge retention.

    4. 9.

      I want other classes to give quizzes using mobile devices.

    5. 10.

      I would like a quiz using mobile devices after every class.

    • Self-efficacy

    1. 11.

      I fully understood what I learned in this class.

    2. 12.

      I feel confident about what I learned in this class.

    3. 13.

      The content we learned in this class is an area that I am strong in.

    4. 14.

      I will obtain good quiz scores in this class.

    5. 15.

      I can explain what I learned in this class to other people.

    • Study 2

      Burden of taking quizzes

    1. 1.

      Taking quizzes with only multiple-choice questions is a burden (reversed item).

    2. 2.

      Taking quizzes with only fill-in-the-blank questions is a burden (reversed item).

    3. 3.

      Taking quizzes with both multiple-choice and fill-in-the-blank questions is a burden (reversed item).

    • Willingness to have quizzes

    1. 4.

      Quizzes with only multiple-choice questions make me answer the questions willingly.

    2. 5.

      Quizzes with only fill-in-the-blank questions make me answer the questions willingly.

    3. 6.

      Quizzes with both multiple-choice questions and fill-in-the-blank questions make me answer the questions willingly.

    4. 7.

      Quizzes with only multiple-choice questions lead to knowledge retention.

    5. 8.

      Quizzes with only fill-in-the-blank questions lead to knowledge retention.

    6. 9.

      Quizzes that combine multiple-choice and fill-in-the-blank questions lead to knowledge retention.

    7. 10.

      Quizzes with only multiple-choice questions are easy to answer.

    8. 11.

      Quizzes with only fill-in-the-blank questions are easy to answer.

    9. 12.

      Quizzes with both multiple-choice questions and fill-in-the-blank questions are easy to answer.

    • Self-efficacy

    1. 13.

      Quizzes with only multiple-choice questions make me feel that I have suffi-ciently understood what I have learned in this class.

    2. 14.

      Quizzes with only fill-in-the-blank questions make me feel that I have suffi-ciently understood what I have learned in this class.

    3. 15.

      Quizzes with both multiple-choice questions and fill-in-the-blank questions make me feel that I have sufficiently understood what I have learned in this class.

    4. 16.

      By taking quizzes with only multiple-choice questions, I have become able to explain to others what I have learned in this class.

    5. 17.

      By taking quizzes with only fill-in-the-blank questions, I have learned to ex-plain to others what I have learned in this class.

    6. 18.

      By taking quizzes with both multiple-choice questions and fill-in-the-blank questions, I have become able to explain to others what I have learned in this class.

    7. 19.

      I sufficiently understood what I learned in this class.

    8. 20.

      I am confident of the content I learned in this class.

    • Study 3

      Burden of taking quizzes

    1. 1.

      It was a burden to take this quiz.

    2. 2.

      I felt there were a lot of questions.

    3. 3.

      I felt there were few questions.

    4. 4.

      It was a burden to take the quiz that had all questions displayed rather than a series of questions and answers.

    5. 5.

      It was a burden to take the quiz that had a series of questions and answers rather than all questions displayed.

    • Willingness to have quizzes

    1. 6.

      I was enthusiastic about taking this quiz.

    2. 7.

      It was easy to work continually.

    3. 8.

      I am willing to take quizzes using this quiz method.

    4. 9.

      I was enthusiastic about taking the quiz that had all questions displayed rather than a series of questions and answers.

    5. 10.

      I was enthusiastic about taking the quiz that had a series of questions and answers rather than all questions being displayed.

    6. 11.

      The quiz that had all questions displayed was easier to work through continually than a series of questions and answers.

    7. 12.

      The quiz that had the series of questions and answers was easier to work through continually than all questions being displayed.

    • Self-efficacy

    1. 13.

      I can gain knowledge if I take quizzes every time.

    2. 14.

      I sufficiently understood what I learned in this class.

    3. 15.

      I can explain what I learned in this class to other people.

    4. 16.

      I am confident of the content I learned in this class.

    5. 17.

      I can gain knowledge by taking the quiz that has all questions displayed rather than a series of questions and answers.

    6. 18.

      I can gain knowledge by taking the quiz that has a series of questions and answers rather than all questions being displayed.

    7. 19.

      I understood what I learned in this class enough to take the quiz that has all questions displayed rather than a series of questions and answers.

    8. 20.

      I understood what I learned in this class enough to take the quiz that has a series of questions and answers rather than all questions being displayed.

    9. 21.

      I can explain what I learned in this class to other people so that I am able to take the quiz that has all questions displayed rather than a series of questions and answers.

    10. 22.

      I can explain what I learned in this class to other people so that I am able to take the quiz that has a series of questions and answers rather than all questions being displayed.

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Kitazawa, T., Sato, K., Akahori, K. (2016). The Effect of Question Styles and Methods in Quizzes Using Mobile Devices. In: Peña-Ayala, A. (eds) Mobile, Ubiquitous, and Pervasive Learning. Advances in Intelligent Systems and Computing, vol 406. Springer, Cham. https://doi.org/10.1007/978-3-319-26518-6_1

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  • Online ISBN: 978-3-319-26518-6

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