Effects of online student-generated questions based on different media formats on elementary school student English vocabulary learning

The student-generated questions (SGQs) approach has received increasing attention over recent decades, and empirical evidence has generally substantiated its positive learning effects. Despite this, existing evidence mostly comes from studies engaging students to generate questions based on a given text. In consideration that different structures and information specifications are revealed when materials are presented in graphical and textual forms, and literature has generally supported multimedia learning effects, the effects of online SGQs based on different media formats were examined. Specifically, the comparative effects of text-based, picture-based, text/picture-based for online SGQs activities on English academic achievement and SGQ task performance were investigated via a quasi-experimental research design. Six classes of sixth-graders (n = 138) participated in the online SGQs activity for eight weeks. The analysis of the covariance technique conducted on the data collected found nonsignificant differences among the three different treatment conditions in both learning outcomes. Explanations were rendered to shed light on the unexpected findings.