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Comparative Study on the Effects of Making Students Create Questions and Answers for Quizzes
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, Tokyo University of Social Welfare, Japan ; , Tokyo Woman’s Christian University, Japan ; , Sagami Women’s University, Japan

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

We carried out experiments about quizzes “Japanese so-and-so” for university students before as follows: “making them create a quiz,” “making them solve quizzes,” and “making them create a quiz and solve ones.” Then, we reported the results of change of consciousness by questionnaires before and after the experiments. Here, we report the results comparing the three experiments. By analysis, we found that, by having created a quiz or solved ones, the items such as “I want to get knowledge of fields in which I have not been interested” and “It is fun to infer the answer of a quiz” commonly increased. We think that quizzes stimulate intellectual curiosity and bring good effects of learning.

Citation

Takeuchi, T., Kato, S. & Kato, Y. (2017). Comparative Study on the Effects of Making Students Create Questions and Answers for Quizzes. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1072-1077). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 25, 2020 from .

Presentation

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