Enhancing self-efficacy in learning: the role of quiz creators and AI study apps
Jamie Borchardt et al.
What the paper says
Purpose We addressed concerns about using apps like Quizlet and Socratic to complete multiple-choice quizzes and increase active learning, motivation and a deeper understanding of the content using a project called Quiz Creators. Design/methodology/approach This experimental design explored using an assignment called quiz creators across three different instructors and two majors, including psychology and teacher education, to examine self-efficacy in a pre- and post-test methodology. Students were either in a control group, where they received traditional teaching methodologies or an experimental group, where they participated in the quiz creator assignment and engaged in a peer review process throughout the semester. Findings Overall, using a mixed-factors ANOVA, we found a significant difference over a 16-week timeframe in self-efficacy scores overall (p = 0.02) among all groups combined and a significant difference in time in the experimental and control groups in psychology and teacher education (p = 0.03). Originality/value This is useful for those in the teaching field struggling with students using study guide apps to answer all of their multiple-choice questions on exams and quizzes. This might serve as an alternative option for content and knowledge acquisition.
Evidence weight
Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40
| F · citation impact | 0.50 × 0.4 = 0.20 |
| M · momentum | 0.50 × 0.15 = 0.07 |
| V · venue signal | 0.50 × 0.05 = 0.03 |
| R · text relevance † | 0.50 × 0.4 = 0.20 |
† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.