TY - JOUR
T1 - An automatic quiz generation system utilizing digital textbook logs
AU - Mouri, Kousuke
AU - Uosaki, Noriko
AU - Hasnine, Mohammad
AU - Shimada, Atsushi
AU - Yin, Chengjiu
AU - Kaneko, Keiichi
AU - Ogata, Hiroaki
N1 - Funding Information:
We appreciate Dr. Bipin Indurkhya for proofreading this paper. The part of this research work was supported by the Grant in-Aid for Scientific Research No.16H06304, 16H03078, 17K12947, 18H04125 and No.18K02820 from the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in Japan.
Publisher Copyright:
© 2019 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2021
Y1 - 2021
N2 - This paper describes an automatic quiz generation system designed to support language learning that utilizes digital textbook logs. Learners often memorize words in digital textbooks while preparing for an examination, and they often use the highlight function for the words. Previous studies regarding annotations and highlights have shown that learning only by using the highlight function on important content in textbooks did not affect learning achievements. Therefore, in this study, we developed a system that can support the repeated learning by analyzing digital textbook logs and providing appropriate quizzes. An evaluation experiment involving 31 international students was conducted to assess whether the quizzes provided by our proposed system are able to enhance the learning achievements as compared to teacher-created quizzes. The results show that the quizzes by our proposed system and the teacher-created quizzes were both equally effective. A correlation analysis was conducted to identify the correlation among the learning achievements, the number of quizzes, and each variable in questionnaires. We found that there is a positive correlation between the number of quizzes and the students’ learning achievements.
AB - This paper describes an automatic quiz generation system designed to support language learning that utilizes digital textbook logs. Learners often memorize words in digital textbooks while preparing for an examination, and they often use the highlight function for the words. Previous studies regarding annotations and highlights have shown that learning only by using the highlight function on important content in textbooks did not affect learning achievements. Therefore, in this study, we developed a system that can support the repeated learning by analyzing digital textbook logs and providing appropriate quizzes. An evaluation experiment involving 31 international students was conducted to assess whether the quizzes provided by our proposed system are able to enhance the learning achievements as compared to teacher-created quizzes. The results show that the quizzes by our proposed system and the teacher-created quizzes were both equally effective. A correlation analysis was conducted to identify the correlation among the learning achievements, the number of quizzes, and each variable in questionnaires. We found that there is a positive correlation between the number of quizzes and the students’ learning achievements.
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U2 - 10.1080/10494820.2019.1620291
DO - 10.1080/10494820.2019.1620291
M3 - Article
AN - SCOPUS:85066623587
VL - 29
SP - 743
EP - 756
JO - Interactive Learning Environments
JF - Interactive Learning Environments
SN - 1049-4820
IS - 5
ER -