Show simple item record

dc.date.accessioned2021-10-25T14:09:22Z
dc.date.available2021-10-25T14:09:22Z
dc.date.issued2020
dc.identifierdoi:10.17170/kobra-202108234626
dc.identifier.urihttp://hdl.handle.net/123456789/13323
dc.language.isoengeng
dc.rightsUrheberrechtlich geschützt
dc.rights.urihttps://rightsstatements.org/page/InC/1.0/
dc.subjectquestion generationeng
dc.subjectclosed-bookeng
dc.subjectopen-bookeng
dc.subjectlong-term retentioneng
dc.subjectretrieval practiceeng
dc.subjectUniversity learningeng
dc.subject.ddc150
dc.titleAccess to the learning material enhances learning by means of generating questions: Comparing open- and closed-book conditionseng
dc.typeAufsatz
dcterms.abstractGenerating questions referring to the learning material is a powerful learning strategy. The present study investigated potential mechanisms behind this effect. Students (N=231) read a text and then generated questions referring to the text in three conditions: (1) open-book (i.e., text accessible), (2) closed-book (i.e., text inaccessible), and (3) cued closed-book (i.e., text inaccessible but keywords provided). After one week, students’ knowledge gain was larger in the open-book and cued closed-book conditions compared to a restudy control condition. No difference emerged between the closed-book and the restudy condition. The number of generated questions was positively correlated with students’ knowledge gain, whereas question depth was not. Results suggest that the effect of question generation may not be attributed to retrieval practice or higher-order thinking. More probably, rephrasing and learners’ active engagement with the learning material, as reflected by the number of generated questions, might contribute to the effect.eng
dcterms.accessRightsopen access
dcterms.creatorEbersbach, Mirjam
dc.relation.doidoi:10.1016/j.tine.2020.100130
dc.subject.swdHochschullehreger
dc.subject.swdLerntestger
dc.subject.swdLernpsychologieger
dc.subject.swdWissenserwerbger
dc.type.versionacceptedVersion
dcterms.source.identifiereissn:2211-9493
dcterms.source.identifierissn:2452-0837
dcterms.source.journalTrends in Neuroscience and Educationeng
dcterms.source.volumeVolume 19
kup.iskupfalse
dcterms.source.articlenumber100130


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record