Abstract
We study the impact of question difficulty on learners’ engagement and learning using an experiment with an open online educational system for adaptive practice of geography. The experiment shows that easy questions are better for short term engagement, whereas difficult questions are better for long term engagement and learning. These results stress the necessity of careful formalization of goals and optimization criteria of open online education systems. We also present disaggregation of overall results into specific contexts of practice.
Cite
CITATION STYLE
Papoušek, J., Stanislav, V., & Pelànek, R. (2016). Impact of question difficulty on engagement and learning. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 9684, pp. 267–272). Springer Verlag. https://doi.org/10.1007/978-3-319-39583-8_28
Register to see more suggestions
Mendeley helps you to discover research relevant for your work.
