原著論文
ICEモデルを用いた作問活動が大学生の学習に及ぼす影響
キーワード:
ICE model question generation,
ICE model learning strategies scale,
evaluation of question generation activities,
ARCS motivation model
2025 年 38 巻 2 号 p. 215-228
詳細
2025 年 38 巻 2 号 p. 215-228
This study tasked university students with generating questions in the “Family Theory” class using the Ideas, Connections, Extensions (ICE) model (Young & Wilson, 2000). Subsequently, we analyzed this activity’s impact on the students through an original questionnaire that measured learning strategies based on the ICE model and evaluation of question generation activities that examined interest, usefulness, confidence, and satisfaction aligned with the ARCS Motivation Model (Keller, 2009). The results revealed that the use of the Ideas and Connections strategies did not change, but the use of the Extensions strategy increased slightly between the pre- and post-intervention phases and the pre-intervention and follow-up phases. Over three rounds of question generation, students reported increased confidence. Their reported satisfaction also increased significantly from Round 1 to Round 3. Employing the ICE model to encourage ongoing questioning can improve students’ attitudes toward lectures. These results suggest that ICE model question generation can effectively encourage university students’ use of deep processing strategies and increase their learning motivation.
