Promoting collaborative learning through regulation of guessing in clickers
作者：
Highlights：
• The announcement of penalty for guessing has a negative effect on promoting collaborative learning.
• Questions that require higher-order thinking skills promote collaborative learning to a greater extent.
• Creating mixed level groups of students seems advisable to enhance collaborative learning and to decrease pure guessing.
摘要
•The announcement of penalty for guessing has a negative effect on promoting collaborative learning.•Questions that require higher-order thinking skills promote collaborative learning to a greater extent.•Creating mixed level groups of students seems advisable to enhance collaborative learning and to decrease pure guessing.
论文关键词：Partial guessing,Regulation,Collaborative learning,Clickers
论文评审过程：Received 23 May 2016, Revised 27 March 2017, Accepted 1 May 2017, Available online 8 May 2017, Version of Record 12 May 2017.
论文官网地址：https://doi.org/10.1016/j.chb.2017.05.001
