Harnessing the power of MCQ co-creation in higher education : insights into perceptions of helping behavior

Abstract

Social support within peer groups is essential in higher education, where students are often organized into project groups to achieve specific objectives. Traditionally, these groups function in isolation, with inter-group assistance perceived as competitive rather than collaborative. This paper explores the transformative potential of student co-creation projects, which dissolve the boundaries of individual groups to foster a class-wide collaborative environment. Conducted during the 2024 academic year, this study involved undergraduate students at a public university in Hong Kong. The project challenged students with the technical complexities of company law, requiring them to collaboratively develop multiple-choice questions on the university's learning management system. This approach enabled both individual students and groups to learn actively together, practice critical thinking skills, and develop the ability to make well-reasoned judgments. The study identifies key antecedents for successful co-creation, including helping behavior among students, their readiness to co-create, and intrinsic motivation to participate. Prior to the project's commencement, students completed a self-administered survey, yielding 318 valid responses. Exploratory factor analysis and reliability tests validated the three factors. Regression analysis revealed that readiness to co-create, motivational factors, and helping behavior are significant predictors of students' improved preparation for subject revision and examination. This exploratory study provides valuable insights for instructors, highlighting not only traditional intrinsic motivators and readiness to co-create but also emphasizing the critical role of social support in facilitating successful co-creation projects. It underscores the importance of a student-centric approach in fostering a supportive and integrative educational environment that prepares students for collaborative professional landscapes.