The Benefits of Question Generation to Support Multiple Document Learning

• In Event: Poster Session 14
  In Poster Session: Study Strategies, Motivation, and Self-Regulated Learning Interventions

Abstract

The need to improve students’ learning from and integration across multiple documents has received increased attention in recent years. The current study tests the effects of a question-generation intervention designed to support this learning process. Participants were assigned to either a question instruction (QI) or control (NoQI) condition. QI condition participants were taught how to generate corroboration questions to support multiple document learning. All participants then read multiple historic documents and generated self-questions. Participants selected the question that would best support their learning and finally, completed a free recall measure. Analyses show that QI training increases the generation of corroboration questions. Participants who generated corroboration questions were also more likely to include multiple sources in their free recall responses.

Authors

• Chelsea Cameron, The Pennsylvania State University - University Park

• Ian S. Cameron

• Peggy N. Van Meter, The Pennsylvania State University