We studied the effectiveness of an Introductory Psychology online homework tool with questions that required lower or higher level thinking skills (Remember, Understand, Apply, Analyze, Evaluate). Interestingly, results suggested that both student performance and attitudes are influenced by question level and question type (Matching, Multiple Choice, Drag and Drop, etc.)

Carlson, Crystal

Grison, Sarah

Henricks-Lepp, Genevieve M.

English

SPARK: Scholarship at Parkland | Parkland College

Parkland College
Psychology Faculty Psychology
2013
Beyond “Remember” and “Understand”: Can
Online Homework Tools Augment Students’
Higher Order Thinking Skills?
Crystal Carlson
Genevieve M. Henricks-Lepp
Sarah Grison
Parkland College, sgrison@parkland.edu
Open access to this Poster is brought to you by Parkland College's institutional repository, SPARK: Scholarship at Parkland. For more information,
please contact spark@parkland.edu.
Recommended Citation
Carlson, Crystal, Henricks-Lepp, Genevieve M., and Grison, Sarah. (2013, May) Beyond “Remember” and “Understand”: Can Online
Homework Tools Augment Students’ Higher Order Thinking Skills? Poster session presented at the Annual Convention for Psychological
Science, Washington, D.C.
 Beyond	  “Remember”	  and	  “Understand”:	  	  
Can	  Online	  Homework	  Tools	  Augment	  Students’	  Higher-­‐Order	  Thinking	  Skills?	  	  
Crystal	  Carlson,	  Genevieve	  M.	  Henricks-­‐Lepp,	  and	  Sarah	  Grison	  
University	  of	  Illinois	  at	  Urbana-­‐Champaign	  
 
 
* 
* 
* 
n.s. 
n.s. n.s. 
* 
* 
Introduction	  
Repeated	  testing	  improves	  memory	  for	  concepts	  (Carpenter,	  
Pashler,	  Wixtead	  &	  Vul,	  2008;	  Roediger	  &	  Karpicke,	  2006),	  even	  
under	  low-­‐stakes	  testing	  conditions	  (Grison,	  Luke,	  Watson,	  &	  
Shigeto,	  2011).	  Online	  homework	  is	  a	  new	  way	  to	  achieve	  this	  
goal.	  However,	  research	  has	  not	  yet	  investigated	  best-­‐practice	  for	  
using	  these	  tools.	  This	  study	  explored	  student	  performance	  and	  
aﬀective	  ratings	  for	  an	  online	  homework	  tool	  in	  Introductory	  
Psychology	  with	  respect	  to	  two	  domains	  known	  to	  inﬂuence	  
student	  learning:	  1.	  thinking	  skills	  targeted	  by	  a	  question,	  and	  2.	  
the	  interactivity	  of	  a	  question.	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
Research	  Questions	  
	  
This	  study	  examined	  the	  following	  questions	  about	  eﬀectiveness	  
of	  an	  online	  homework	  tool	  for	  Introductory	  Psychology.	  	  
	  
1.  What	  is	  the	  eﬀect	  of	  Question	  Level	  (cognitive	  diﬃculty)	  on:	  
a)  accuracy	  in	  answering	  a	  question,	  and	  
b)  rating	  the	  quality	  of	  the	  question?	  	  
	  
2.  What	  is	  the	  eﬀect	  of	  Question	  Type	  (nature	  of	  interactivity)	  on:	  
a)  accuracy	  in	  answering	  a	  question,	  and	  
b)  rating	  the	  quality	  of	  the	  question?	  
Method	  
Participants	  
• 	  41	  undergraduate	  students	  at	  UIUC.	  	  
	  	  
Materials	  &	  Design	  
• 	  Students	  had	  12	  questions	  on	  Introductory	  Psychology	  topics.	  
• 	  Each	  question	  had	  one	  or	  more	  parts	  (“items”)	  (see	  Figure	  2).	  
• 	  Questions	  varied	  by	  Level	  and	  Type	  in	  an	  incompletely	  crossed	  
design	  (Tables	  1	  and	  2).	  
	  
Procedure	  
• 	  Testing	  occurred	  online	  in	  one	  2-­‐hour	  session.	  
• 	  Five	  attempts	  were	  allowed	  per	  question.	  	  
• 	  Feedback	  was	  given	  for	  both	  incorrect	  and	  correct	  responses.	  
• 	  Accuracy	  on	  last	  attempt	  was:	  (Num	  Items	  Correct	  /	  Total	  Items).	  	  	  
• 	  Students	  rated	  each	  question’s	  quality	  (1	  –Poor	  to	  5-­‐Excellent).	  	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
Results	  for	  Research	  Question	  1	  
• 	  A	  repeated	  measures	  ANOVA	  did	  not	  show	  any	  eﬀect	  of	  Level	  
on	  accuracy	  for	  ﬁnal	  attempts	  on	  questions	  (p=.28)	  (Figure	  3).	  
• 	  Students’	  rated	  REM	  questions	  as	  “Average”	  (Table	  3).	  
• 	  But	  they	  gave	  higher	  ratings	  to	  questions	  that	  were	  not	  
deﬁnitional	  (e.g.,	  UND,	  APP,	  and	  ANA)	  (Table	  3).	  
	  
Results	  for	  Research	  Question	  2	  
• 	  A	  repeated	  measures	  ANOVA	  did	  reveal	  a	  main	  eﬀect	  of	  Type	  on	  
accuracy	  for	  ﬁnal	  attempts	  on	  questions	  (p<.01)	  (Figure	  4).	  
• 	  Students	  performed	  better	  on	  MCQs	  (Figure	  4).	  
• 	  Students	  rated	  items	  where	  they	  typed	  answers	  as	  “Average”	  (e.g.,	  
Table)	  or	  “Above	  Average”	  (Fill-­‐in-­‐Blank)	  (Table	  4).	  
• 	  But	  they	  rated	  questions	  that	  were	  interactive	  (e.g.,	  Drag	  and	  Drop)	  or	  
multi-­‐part	  (e.g.,	  Multiple	  MCQ)	  as	  “Excellent”	  (Table	  4).	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
	  
Discussion	  
The	  results	  of	  this	  exploratory	  study	  provide	  insight	  into	  how	  to	  design	  
online	  homework	  questions	  for	  repeated	  low-­‐stakes	  testing.	  	  
• 	  Students	  were	  just	  as	  accurate	  in	  answering	  questions	  across	  all	  levels	  
of	  cognitive	  diﬃculty,	  but	  they	  preferred	  less	  deﬁnitional	  questions	  
(UND,	  	  APP,	  ANA),	  so…	  
Ø  online	  homework	  should	  include	  questions	  that	  are	  more	  
cognitively	  diﬃcult	  than	  REM	  questions	  (Figure	  1).	  
• 	  Students	  were	  more	  accurate	  in	  answering	  MCQs	  versus	  other	  types	  
of	  questions,	  and	  they	  preferred	  interactive	  types	  like	  Drag	  and	  Drop	  
(Figure	  2),	  so…	  
Ø  online	  homework	  should	  use	  interactive	  questions	  (NOT	  requiring	  
typed	  responses)	  to	  increase	  engagement	  and	  positive	  aﬀect,	  and	  	  
Ø  just	  use	  “bland”	  MCQs	  for	  online	  quizzes	  to	  prepare	  for	  MCQ	  tests.	  
	  
	  
Level	   Number	  of	  
Ques/ons	  
REM	   47	  
UND	   49	  
APP	   110	  
ANA	   48	  
Type	   Number	  of	  
Ques/ons	  
Drag	  and	  
Drop	  
46	  
Fill-­‐in-­‐the-­‐
blank	  
38	  
Matching	   62	  
MCQ	   46	  
MulGple	  
MCQ	  
8	  
Order	   12	  
Table	   42	  
Question	  Level	  
Was	  varied	  based	  on	  the	  Revised	  
Taxonomy	  of	  Cognitive	  Skills	  
(Anderson	  et	  al.,	  2001;	  Bloom,	  
Engelhart,	  Furst,	  &	  Hill,	  1956).	  
• 	  Best	  practice	  uses	  the	  taxonomy	  
to	  develop	  thinking	  skills	  and	  to	  
assess	  learning	  (Pusateri,	  2009).	  	  
• 	  Remember	  &	  Understand	  
questions	  only	  use	  lower-­‐order	  
thinking	  skills	  (LOTS)	  (Figure	  1).	  
• 	  But	  Apply	  &	  Analyze	  questions	  
require	  higher-­‐order	  thinking	  
skills	  (HOTS)	  (Figure	  1).	  
Question	  Type	  
Was	  varied	  based	  on	  interactivity	  
of	  the	  questions	  (Chickering	  &	  
Gamson,	  1991):	  
• 	  Drag	  and	  Drop	  (Figure	  2)	  
• 	  Fill-­‐in-­‐the-­‐blank	  
• 	  Matching	  	  
• 	  Multiple	  Choice	  (MCQ)	  
• 	  Multiple	  MCQ	  
• 	  Order	  
• 	  Table	  
Implications	  and	  Future	  Directions	  
Research	  that	  investigates	  the	  eﬀectiveness	  of	  online	  homework	  tools	  
can	  help	  teachers	  and	  educational	  product	  developers	  improve	  
student	  engagement,	  performance,	  and	  ultimately,	  learning.	  To	  that	  
end,	  our	  future	  studies	  aim	  to:	  
• 	  Investigate	  whether	  positive	  student	  attitudes	  are	  associated	  with	  
perseverance	  (i.e.,	  time	  on	  task)	  on	  online	  homework	  questions.	  	  
• 	  Determine	  whether	  online	  homework	  can	  improve	  learning	  in	  terms	  
of	  thinking	  skills	  (i.e.,	  does	  development	  of	  HOTS	  depend	  on	  LOTS).	  
• 	  Explore	  whether	  even	  more	  interactive	  questions	  types	  (videos,	  labs)	  
impact	  performance,	  aﬀective	  ratings,	  and	  learning.	  	  
	  
	  
	  
	  
Level	   Modes	  
REM	   3	  
UND	   5	  
APP	   4	  
ANA	   3,	  5	  
Type	   Modes	  
Drag	  and	  Drop	   5	  
Fill-­‐in-­‐the-­‐
blank	  
4	  
Matching	   4,	  5	  
MCQ	   4	  
MulGple	  MCQ	   5	  
Order	   3,	  4,	  5	  
Table	   3	  
Figure	  2.	  Example	  of	  a	  Drag	  and	  Drop	  
Question	  (“Apply”	  Level)	  
Table	  1:	  Level	  of	  Cognitive	  Diﬃculty	   Table	  2:	  Degree	  of	  Interactivity	  
Figure	  3:	  Results	  for	  1a	  
Mean	  Accuracy	  by	  Question	  Level	  	  	  
Table	  3:	  Results	  for	  1b	  
Mode	  Quality	  by	  Question	  Level	  	  	  
Figure	  4:	  Results	  for	  2a	  
Mean	  Accuracy	  by	  Question	  Type	  	  	  
Table	  4:	  Results	  for	  2b	  
Mode	  Quality	  by	  Question	  Type	  	  	  
Figure	  1:	  Revised	  Taxonomy	  of	  Cognitive	  
Skills	  (Anderson	  et	  al.,	  2001)	  
Level	  of	  Cognitive	  Diﬃculty	  	  	  
REM	   UND	   APP	   ANA	  
0	  
	  	  	  
.1
	  	  	  
	  .2
	  	  	  
	  .3
	  	  	  
.4
	  	  	  
.5
	  	  	  
.6
	  	  	  
.7
	  	  	  
.8
	  	  	  
.9
	  	  	  
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Question	  Type	  
DD	   FITB	   MATCH	  
* 
0	  
	  	  	  
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	  .3
	  	  	  
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.5
	  	  	  
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MCQ	   MULTI	   ORDER	   TABLE	  


Beyond “Remember” and “Understand”: Can Online Homework Tools Augment Students’ Higher Order Thinking Skills?

Scholarship at Parkland

Parkland CollegePsychology Faculty Psychology2013Beyond “Remember” and “Understand”: CanOnline Homework Tools Augment Students’Higher Order Thinking Skills?Crystal CarlsonGenevieve M. Henricks-LeppSarah GrisonParkland College, sgrison@parkland.eduOpen access to this Poster is brought to you by Parkland College's institutional repository, SPARK: Scholarship at Parkland. For more information,please contact spark@parkland.edu.Recommended CitationCarlson, Crystal, Henricks-Lepp, Genevieve M., and Grison, Sarah. (2013, May) Beyond “Remember” and “Understand”: Can OnlineHomework Tools Augment Students’ Higher Order Thinking Skills? Poster session presented at the Annual Convention for PsychologicalScience, Washington, D.C. Beyond	  “Remember”	  and	  “Understand”:	  	  Can	  Online	  Homework	  Tools	  Augment	  Students’	  Higher-­‐Order	  Thinking	  Skills?	  	  Crystal	  Carlson,	  Genevieve	  M.	  Henricks-­‐Lepp,	  and	  Sarah	  Grison	  University	  of	  Illinois	  at	  Urbana-­‐Champaign	    * * * n.s. n.s. n.s. * * Introduction	  Repeated	  testing	  improves	  memory	  for	  concepts	  (Carpenter,	  Pashler,	  Wixtead	  &	  Vul,	  2008;	  Roediger	  &	  Karpicke,	  2006),	  even	  under	  low-­‐stakes	  testing	  conditions	  (Grison,	  Luke,	  Watson,	  &	  Shigeto,	  2011).	  Online	  homework	  is	  a	  new	  way	  to	  achieve	  this	  goal.	  However,	  research	  has	  not	  yet	  investigated	  best-­‐practice	  for	  using	  these	  tools.	  This	  study	  explored	  student	  performance	  and	  aﬀective	  ratings	  for	  an	  online	  homework	  tool	  in	  Introductory	  Psychology	  with	  respect	  to	  two	  domains	  known	  to	  inﬂuence	  student	  learning:	  1.	  thinking	  skills	  targeted	  by	  a	  question,	  and	  2.	  the	  interactivity	  of	  a	  question.	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  Research	  Questions	  	  This	  study	  examined	  the	  following	  questions	  about	  eﬀectiveness	  of	  an	  online	  homework	  tool	  for	  Introductory	  Psychology.	  	  	  1.  What	  is	  the	  eﬀect	  of	  Question	  Level	  (cognitive	  diﬃculty)	  on:	  a)  accuracy	  in	  answering	  a	  question,	  and	  b)  rating	  the	  quality	  of	  the	  question?	  	  	  2.  What	  is	  the	  eﬀect	  of	  Question	  Type	  (nature	  of	  interactivity)	  on:	  a)  accuracy	  in	  answering	  a	  question,	  and	  b)  rating	  the	  quality	  of	  the	  question?	  Method	  Participants	  • 	  41	  undergraduate	  students	  at	  UIUC.	  	  	  	  Materials	  &	  Design	  • 	  Students	  had	  12	  questions	  on	  Introductory	  Psychology	  topics.	  • 	  Each	  question	  had	  one	  or	  more	  parts	  (“items”)	  (see	  Figure	  2).	  • 	  Questions	  varied	  by	  Level	  and	  Type	  in	  an	  incompletely	  crossed	  design	  (Tables	  1	  and	  2).	  	  Procedure	  • 	  Testing	  occurred	  online	  in	  one	  2-­‐hour	  session.	  • 	  Five	  attempts	  were	  allowed	  per	  question.	  	  • 	  Feedback	  was	  given	  for	  both	  incorrect	  and	  correct	  responses.	  • 	  Accuracy	  on	  last	  attempt	  was:	  (Num	  Items	  Correct	  /	  Total	  Items).	  	  	  • 	  Students	  rated	  each	  question’s	  quality	  (1	  –Poor	  to	  5-­‐Excellent).	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  Results	  for	  Research	  Question	  1	  • 	  A	  repeated	  measures	  ANOVA	  did	  not	  show	  any	  eﬀect	  of	  Level	  on	  accuracy	  for	  ﬁnal	  attempts	  on	  questions	  (p=.28)	  (Figure	  3).	  • 	  Students’	  rated	  REM	  questions	  as	  “Average”	  (Table	  3).	  • 	  But	  they	  gave	  higher	  ratings	  to	  questions	  that	  were	  not	  deﬁnitional	  (e.g.,	  UND,	  APP,	  and	  ANA)	  (Table	  3).	  	  Results	  for	  Research	  Question	  2	  • 	  A	  repeated	  measures	  ANOVA	  did	  reveal	  a	  main	  eﬀect	  of	  Type	  on	  accuracy	  for	  ﬁnal	  attempts	  on	  questions	  (p<.01)	  (Figure	  4).	  • 	  Students	  performed	  better	  on	  MCQs	  (Figure	  4).	  • 	  Students	  rated	  items	  where	  they	  typed	  answers	  as	  “Average”	  (e.g.,	  Table)	  or	  “Above	  Average”	  (Fill-­‐in-­‐Blank)	  (Table	  4).	  • 	  But	  they	  rated	  questions	  that	  were	  interactive	  (e.g.,	  Drag	  and	  Drop)	  or	  multi-­‐part	  (e.g.,	  Multiple	  MCQ)	  as	  “Excellent”	  (Table	  4).	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  Discussion	  The	  results	  of	  this	  exploratory	  study	  provide	  insight	  into	  how	  to	  design	  online	  homework	  questions	  for	  repeated	  low-­‐stakes	  testing.	  	  • 	  Students	  were	  just	  as	  accurate	  in	  answering	  questions	  across	  all	  levels	  of	  cognitive	  diﬃculty,	  but	  they	  preferred	  less	  deﬁnitional	  questions	  (UND,	  	  APP,	  ANA),	  so…	  Ø  online	  homework	  should	  include	  questions	  that	  are	  more	  cognitively	  diﬃcult	  than	  REM	  questions	  (Figure	  1).	  • 	  Students	  were	  more	  accurate	  in	  answering	  MCQs	  versus	  other	  types	  of	  questions,	  and	  they	  preferred	  interactive	  types	  like	  Drag	  and	  Drop	  (Figure	  2),	  so…	  Ø  online	  homework	  should	  use	  interactive	  questions	  (NOT	  requiring	  typed	  responses)	  to	  increase	  engagement	  and	  positive	  aﬀect,	  and	  	  Ø  just	  use	  “bland”	  MCQs	  for	  online	  quizzes	  to	  prepare	  for	  MCQ	  tests.	  	  	  Level	   Number	  of	  Ques/ons	  REM	   47	  UND	   49	  APP	   110	  ANA	   48	  Type	   Number	  of	  Ques/ons	  Drag	  and	  Drop	  46	  Fill-­‐in-­‐the-­‐blank	  38	  Matching	   62	  MCQ	   46	  MulGple	  MCQ	  8	  Order	   12	  Table	   42	  Question	  Level	  Was	  varied	  based	  on	  the	  Revised	  Taxonomy	  of	  Cognitive	  Skills	  (Anderson	  et	  al.,	  2001;	  Bloom,	  Engelhart,	  Furst,	  &	  Hill,	  1956).	  • 	  Best	  practice	  uses	  the	  taxonomy	  to	  develop	  thinking	  skills	  and	  to	  assess	  learning	  (Pusateri,	  2009).	  	  • 	  Remember	  &	  Understand	  questions	  only	  use	  lower-­‐order	  thinking	  skills	  (LOTS)	  (Figure	  1).	  • 	  But	  Apply	  &	  Analyze	  questions	  require	  higher-­‐order	  thinking	  skills	  (HOTS)	  (Figure	  1).	  Question	  Type	  Was	  varied	  based	  on	  interactivity	  of	  the	  questions	  (Chickering	  &	  Gamson,	  1991):	  • 	  Drag	  and	  Drop	  (Figure	  2)	  • 	  Fill-­‐in-­‐the-­‐blank	  • 	  Matching	  	  • 	  Multiple	  Choice	  (MCQ)	  • 	  Multiple	  MCQ	  • 	  Order	  • 	  Table	  Implications	  and	  Future	  Directions	  Research	  that	  investigates	  the	  eﬀectiveness	  of	  online	  homework	  tools	  can	  help	  teachers	  and	  educational	  product	  developers	  improve	  student	  engagement,	  performance,	  and	  ultimately,	  learning.	  To	  that	  end,	  our	  future	  studies	  aim	  to:	  • 	  Investigate	  whether	  positive	  student	  attitudes	  are	  associated	  with	  perseverance	  (i.e.,	  time	  on	  task)	  on	  online	  homework	  questions.	  	  • 	  Determine	  whether	  online	  homework	  can	  improve	  learning	  in	  terms	  of	  thinking	  skills	  (i.e.,	  does	  development	  of	  HOTS	  depend	  on	  LOTS).	  • 	  Explore	  whether	  even	  more	  interactive	  questions	  types	  (videos,	  labs)	  impact	  performance,	  aﬀective	  ratings,	  and	  learning.	  	  	  	  	  	  Level	   Modes	  REM	   3	  UND	   5	  APP	   4	  ANA	   3,	  5	  Type	   Modes	  Drag	  and	  Drop	   5	  Fill-­‐in-­‐the-­‐blank	  4	  Matching	   4,	  5	  MCQ	   4	  MulGple	  MCQ	   5	  Order	   3,	  4,	  5	  Table	   3	  Figure	  2.	  Example	  of	  a	  Drag	  and	  Drop	  Question	  (“Apply”	  Level)	  Table	  1:	  Level	  of	  Cognitive	  Diﬃculty	   Table	  2:	  Degree	  of	  Interactivity	  Figure	  3:	  Results	  for	  1a	  Mean	  Accuracy	  by	  Question	  Level	  	  	  Table	  3:	  Results	  for	  1b	  Mode	  Quality	  by	  Question	  Level	  	  	  Figure	  4:	  Results	  for	  2a	  Mean	  Accuracy	  by	  Question	  Type	  	  	  Table	  4:	  Results	  for	  2b	  Mode	  Quality	  by	  Question	  Type	  	  	  Figure	  1:	  Revised	  Taxonomy	  of	  Cognitive	  Skills	  (Anderson	  et	  al.,	  2001)	  Level	  of	  Cognitive	  Diﬃculty	  	  	  REM	   UND	   APP	   ANA	  0	  	  	  	  .1	  	  	  	  .2	  	  	  	  .3	  	  	  .4	  	  	  .5	  	  	  .6	  	  	  .7	  	  	  .8	  	  	  .9	  	  	  1.0	  Mean	  Accuracy	  for	  Last	  Attempt	  (proportion)	  Question	  Type	  DD	   FITB	   MATCH	  * 0	  	  	  	  .1	  	  	  	  .2	  	  	  	  .3	  	  	  .4	  	  	  .5	  	  	  .6	  	  	  .7	  	  	  .8	  	  	  .9	  	  	  1.0	  Mean	  Accuracy	  for	  Last	  Attempt	  (proportion)	  MCQ	   MULTI	   ORDER	   TABLE	  

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Beyond “Remember” and “Understand”: Can Online Homework Tools Augment Students’ Higher Order Thinking Skills?

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