STUDENTS APPRECIATE ADAPTIVE HINTS IN FORMATIVE ONLINE QUIZZES

Robert B. Stephenson, Ph.D.*, Susan C. Way, M.A., Frances A. Kennedy, D.V.M., M.S., Departments of Physiology and Anatomy/Radiology, Michigan State University, East Lansing, MI 48824 U.S.A.

PURPOSE: We sought to enhance the tutorial effectiveness of formative online quizzes in our Year-1 Cell Biology & Physiology course by adding adaptive hints and concept recaps.

METHODS: Our vehicle for online quizzes is LON-CAPA (“Learning Online Network with Computer-assisted Personalized Approach”), a powerful web-based interface developed at Michigan State University and used nationwide. LON-CAPA permits a wide variety of question types, accommodates both text and images, and allows randomization of questions and answers. For each question type, we developed XML templates for including adaptive hints – i.e., different hints for different wrong answers, or a sequence of progressively stronger hints after one, two, or three wrong answers. Using these templates, we added hints to our Basic Science Pretest on LON-CAPA. The Pretest guides incoming students through a review of prerequisite concepts not taught during our Year 1 courses. We also concluded each Pretest question with a short recap of basic concepts and a statement of medical relevance.

RESULTS: Students appreciated the adaptive hints and summary statements. Hints promoted engagement and minimized frustration by guiding students' thinking about challenging questions. Summary statements increased students' sense of mastery and closure on each question. By contrast, other online quizzes (without adaptive hints) led to frustration and anxiety, increasing the students' tendency to make wild guesses (or copy from a classmate) after a wrong answer.

CONCLUSION/FUTURE DIRECTIONS: Adaptive hints enhance tutorial effectiveness of online quizzes, promote student engagement, and likely facilitate mastery. We will pursue this pedagogical strategy and carefully evaluate its effectiveness.