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The Effects of Response Modes and Cues on Language learning, Cognitive Load and Self-Efficacy Beliefs in Web-Based Learning
ARTICLE

, National Changhua University of Education, Taiwan ; , Mississippi State University, United States

Journal of Educational Multimedia and Hypermedia Volume 23, Number 2, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

An experiment was conducted to examine how different response modes for practice questions and the presence or absence of cues influenced students’ self-efficacy beliefs, perceived cognitive load, and performance in language recall and recognition tasks. One hundred fifty-seven 6th grade students were randomly assigned to one of four conditions: 1) MC (multiple-choice only), 2) MC-C (multiple-choice with cues), 3) CR (constructed-responses only), or 4) CR-C (constructed-responses with cues). The results indicated that students who practiced with constructed-response questions performed better in recalling and recognizing English vocabulary, and reported higher self-efficacy beliefs than those who practiced with multiple-choice questions. This finding adds to our knowledge that constructed-response questions might have helped to increase the students’ confidence in learning the materials. The findings also indicated that the presence of cues improved students’ performance in recall and recognition tasks, and increased their self-efficacy toward learning the materials. In addition, the study extends our understanding about the influence of different response modes and cues on students’ perceived cognitive load in web-based language learning.

Citation

Chen, C.H. & Huang, K. (2014). The Effects of Response Modes and Cues on Language learning, Cognitive Load and Self-Efficacy Beliefs in Web-Based Learning. Journal of Educational Multimedia and Hypermedia, 23(2), 117-134. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 11, 2018 from .

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