Effects of student-generated feedback corresponding to answers to online student-generated questions on learning: What, why, and how?
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Cites
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Each is checked against this paper’s own text: does it say what the citing paper says it does?
Research suggests that peer-generated questions tend to be less complex than those posed by teachers, which may boost students' learning confidence.
“At the same time, research suggests that peer-generated questions tend to be less complex than those posed by teachers, which may boost students' learning confidence [55].”
From Fostering computational thinking in young students through student generated challenges in tangible mobile augmented reality games (2025) · cites this paper as [55]
Cites
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905 · see citing works
Shute, V. J. (2008) · Review of Educational Research · doi:10.3102/0034654307313795 · Cited by 4,631 · see citing works
Instructional Design Theories and Models
(1983) · doi:10.4324/9780203824283 · Cited by 2,192 · see citing works
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Cited by
Sorted by citations
Gardeli, A., & Vosinakis, S. (2025) · Discover Education · doi:10.1007/s44217-025-00899-4 · Cited by 3 · see citing works
- Authors
- Yu, F.-Y., & Wu, W.-S.
- Affiliations
- National Cheng Kung University (TW)
- Corresponding author
- Yu, Fu-Yun
- ORCID
- Yu, Fu-Yun
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2020-02
- Volume
- 145
- Pages
- 103723
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2978693304
- Cited by
- 51
- References
- 3
- Citations by year
- 2026: 7 · 2025: 6 · 2024: 8 · 2023: 16 · 2022: 8 · 2021: 3 · 2020: 3
- FWCI
- 5.95
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computers & Education (publishedVersion)
- Funders
- Ministry of Science and Technology, Taiwan (MOST 105-2511-S-006-005-MY3, 105-2511-S-006-005-MY3)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Online and Blended Learning
- Keywords
- student-generated questions, online learning, metacognitive strategies, cognitive strategies, question quality, perspective taking, seventh grade students, middle school education, learning effects
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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