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|Author:||Tim Steuer, Anna Filighera, Thomas Tregel, André Miede|
|Kind:||Article - use for journal articles only|
|Journal:||Frontiers in Artificial Intelligence|
|Keywords:||automatic question generation, self-assessment, natural language processing, reading comprehension, education|
|Abstract:||Background: Asking learners manually authored questions about their readings improves their text comprehension. Yet, not all reading materials comprise sufficiently many questions and many informal reading materials do not contain any. Therefore, automatic question generation has great potential in education as it may alleviate the lack of questions. However, currently, there is insufficient evidence on whether or not those automatically generated questions are beneficial for learners’ understanding in reading comprehension scenarios. Objectives: We investigate the positive and negative effects of automatically generated short-answer questions on learning outcomes in a reading comprehension scenario. Methods: A learner-centric, in between-groups, quasi-experimental reading comprehension case study with 48 college students is conducted. We test two hypotheses concerning positive and negative effects on learning outcomes during the text comprehension of science texts and descriptively explore how the generated questions influenced learners. Results: The results show a positive effect of the generated questions on the participants learning outcomes. However, we cannot entirely exclude question-induced adverse side effects on learning of non-questioned information. Interestingly, questions identified as computer-generated by learners nevertheless seemed to benefit their understanding. Take Away: Automatic question generation positively impacts reading comprehension in the given scenario. In the reported case study, even questions recognized as computer-generated supported reading comprehension.|
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