The effects of prequestions on classroom learning

Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review.

“…Duplicates were excluded. In addition, if the same results were reported in both a thesis and a journal article published by the same authors (e.g., Carpenter, Rahman, & Perkins, 2018; Rahman, 2017), the thesis was excluded.…”

The Relationship between Segmentation and Question Location within Mobile Video Platforms for Enhancing the Ability of Recall

“…Each student's re-sponse was evaluated by two teachers (interrater reliability, r = .88). The total value of the recall test scores was (46), which goes as follow: (23) degrees for each question where (3) degrees were assigned for the classification part; (3) degrees for the types part of; (6) degrees were also assigned to the characteristics part; (6) degrees for the tools part; and (5) degrees for the development cycle part. Recall Test Appendix (A)…”

“…Examining the optimal placement of questions within digital videos whether before or at the beginning of the segment means looking at the ideal design to employ questions as an instructional tool within the mobile video platforms, rather than simply looking at questions as tools for measurement and evaluation [19,46]. This trend and orientation encourage having a good number of mobile video platforms that provide a variety of tools to manage the set of questions across videos [6,47].…”

“…Hence, more than one study has pointed out that a failure to answer pre-questions by learners does not affect the positive advantages that pre-questions offer, especially that their primary role is coding the subsequent information [53,54]. When some criticize the prequestions for their influence in directing the learner to pick only information related to questions [46], it can be noted that video presentations may not face this challenge because they have the ability to control the frequency of information display, allowing the learner to watch all information included in the presentation [46]. Some argue that the post-questions that come at the end of learning processes may have a significant role in improving the understanding of the content of previous questions, especially when these questions focus on inferences and the main ideas that relate to the displayed content, where this kind of question is considered in this case as Adjunct Questions [55].…”

Guessing as a learning intervention: A meta-analytic review of the prequestion effect

“…7. In a handful of instances, one dataset has been published in more than one format (e.g., Little, 2011and Little & Bjork, 2011Rahman, 2017 andKulhavy, 1973 andKulhavy, 1974). To ensure there were no duplicate datasets in the meta-analysis, each dataset was only included once.…”