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The questions generated by these two methods were compared to questions from biology textbooks.
Greater knowledge change was associated with exposure to learning resources enabling students to explore evidence compared to questions relating to evidence not presented in this manner.
Questions generated using terminology based strategies had higher CTT discrimination indices (Spearman's R = 0.63, P-value <0.05), and higher CTT R pb (Spearman's R = 0.617, P-value <0.05) compared to questions generated using class-based strategies.
Compared to questions about "inflation", questions about "prices in general" and "prices you pay" elicited expectations that were more strongly correlated to expected increases in gas prices, which were relatively large and likely salient at that time.
Indeed, McDaniel et al. (2011) found that when feedback followed the practice questions, questions asked at the beginning and end of a lesson, compared to questions asked only at the end, resulted in better performance on a delayed review just prior to an exam.
Intuitively, as users send/receive a lot of SMS messages, we expected that SMS related questions will be harder to answer compared to questions that are based on other data types (e.g., phone call, application usage, music, physical activity, battery charging, and location).
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This result was expected as the first question type is relatively easier to answer compared to question Type ‐ 2 and Type ‐ 3 (e.g., recalling a location is easier than recalling an arrival time to the location).
More recently, Yu and Liu studied the effects of question-posing as compared to question-answering during weekly post-lecture sessions in a cohort of 69 civil engineering sophomores [ 8].
Although use of open questions significantly reduces response compared to closed questions [ 14], the impact of question format among GPs is unknown.
Actually, these questions required fewer repetitions compared to other questions, such as those about toothache experience and tooth eruption (9.1% and 9.8% respectively).
To note that a low response rate was found for this question compared to the question on access and mastery of information technology.
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com