Understanding Limited Participation in Collaborative Question Generation: A Mixed-Methods Study of PeerWise in Higher Education
Year: 2026
Type: article
Abstract: Collaborative question-generation systems such as PeerWise can support active, collaborative, and self-regulated learning, while sustained participation remains an important implementation challenge. This study examined perceived educational value and participation descriptively in an undergraduate business information systems course. A mixed-methods case study design combined a theory-informed pre-examination questionnaire (N = 25), a post-examination questionnaire (N = 22), open-ended responses, and three focus group discussions (two with the study cohort and one with a previous cohort taught under the same design). Students generally regarded PeerWise as useful and educationally valuable, while question-generation activity remained limited and PeerWise use was concentrated close to the examination. Question creation was described as cognitively demanding and time-consuming, while other study activities often took priority. Engagement was also associated with visible peer activity, instructional guidance, and assessment relevance. The study identifies a gap between perceived educational value and sustained participation and highlights conditions associated with this gap.
Source: Education Sciences
Institutions: Hochschule Weserbergland, Bauhaus-Universität Weimar
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,172
OpenAlex ID: W7221832987