Mode Effects in Correcting Students’ Errors: A Comparison of Computer-Based and Paper-Pencil Tests

Cross validation of hard-copy and web-based formats of the Sport Imagery Ability Measure

“…Although hard-copy questionnaires are commonly adopted in survey research to collect data, the development of computer technology has facilitated the increased use and popularity of web-based measures as mediums for psychological assessment (Tu, 6 Tseng, Chang, & Lin 2017;Wang, Liu, Cheng, & Cheng, 2013). Advantages of webbased surveys have been reported as less costly, offering greater accessibility to larger and geographically diverse participant cohorts, reducing coding errors, increasing efficiency of scoring (Dillman et al, 2014), the capacity to embed audio and video, and incorporate response formats not possible in hard-copy measures such as drag and drop or sliding scales (Krille, Wuttke, & Seifried, 2017). Web-based approaches also support the use of programming languages that allow for sophisticated and engaging questionnaire design and offer direct transfer of information, which can expedite collection, analysis, and reporting of data (Wyrick & Bond, 2011).…”

“…Reips (2006) stated that, with web-based administration, ethical and procedural limitations, including truly voluntary participation and the confounding of data due to extrinsically-motivated measure completion, are less likely to occur. Web-based questionnaires also have disadvantages such as limited participant control, inability to manage testing conditions such as noise or light, and management of personal characteristics such as typing skills or familiarity with technology (Krille, Wuttke, & Seifried, 2017).…”

Kinematic Test in Multimedia Formats: A Preliminary Validation

“…Recent studies have been conducted to compare how students respond when conducting tests with CBT and PBT. Some found that there are no differences in the results of students performing the tests with computer and paper [12] [13] and some others revealed different findings [14] [15]. Meanwhile, there are also judgments that students' learning outcomes measured with CBT and PBT could be the same with a note that the students should always be given multiple reminders during the CBT mode [16].…”