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Review question formats and web design usability in computer‐assisted instruction
Author(s) -
Green Rebecca S.,
Eppler Marion A.,
Ironsmith Marsha,
Wuensch Karl L.
Publication year - 2007
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.2006.00649.x
Subject(s) - readability , usability , computer science , multimedia , web usability , world wide web , branching (polymer chemistry) , instructional design , human–computer interaction , programming language , materials science , composite material
We tested the effects of two embedded review question formats and the application of web design guidelines in a computer‐assisted mastery learning course in developmental psychology. Students used either a branching review question format that redirected them to relevant portions of the study module after incorrect answers or a linear format that only provided the correct answer and then continued to the next review question. Students who used the branching format scored higher on their first attempt to pass the mastery quiz, and they required fewer tries to achieve the 90% mastery criterion. The effectiveness of web design guidelines was evaluated based on students’ opinions. Students with positive opinions about the readability and navigational usability of the study module scored higher on their first quiz.