The idea of students as authors of assessment items, in particular, multiple-choice questions, is being increasingly taken up by classroom teachers, and studies examining its educational potential have largely been positive. A concomitant question regarding if and how students benefit from the use of student-authored questions with answers and explanations for learning is currently understudied. Noting that the structures, types, and amount of knowledge between a teacher and students may be distinctly different, the purpose of this study was to examine whether there are different learning effects from the use of student- versus teacher-generated explanations for answers to online multiple-choice questions. Additionally, an attempt was made to determine the ways that explanations generated by students and teachers differ. A non-equivalent pretest-posttest experimental research design was adopted. Four sixth-grade classes (n = 104) from a single primary school participated in six weekly online multiple-choice question-answering exercises. Although the results of the analysis of covariance did not show statistically significant between-group differences in academic achievement, the participants receiving student-generated explanations had significantly better attitudes toward the subject matter as compared to their counterparts receiving teacher-generated explanations. A content analysis on the explanations generated by the teacher and students, followed up by chi-square tests of independence, post-hoc pairwise tests with Bonferroni correction, and t-tests further revealed significant differences in several areas, including types of explanations, styles, and number of words.

课堂教师越来越多地采用学生作为评估项目，特别是多项选择题的作者的想法，并且对其教育潜力的研究在很大程度上是积极的。关于学生是否以及如何从使用学生编写的问题以及学习的答案和解释中受益的伴随问题目前尚未得到充分研究。注意到教师和学生之间的结构、类型和知识量可能明显不同，本研究的目的是检查使用学生和教师对在线答案的解释是否有不同的学习效果多项选择题。此外，还试图确定学生和教师产生的解释不同的方式。采用了非等效的前后测实验研究设计。四年级四个班（n  = 104) 来自一所小学参加了每周六次的在线多项选择题回答练习。尽管协方差分析的结果没有显示出在学业成绩上的统计显着组间差异，但与接受教师解释的参与者相比，接受学生解释的参与者对主题的态度明显更好。对师生解释的内容分析，随后进行独立性卡方检验、事后配对检验和 Bonferroni 校正，t检验进一步揭示了几个方面的显着差异，包括解释类型、风格，和字数。