Ask better questions (and get better learning)

Ask better questions (and get better learning)

Learn how to design questions that do more than fill space. On Edovo, your questions are the interaction. This guide breaks down the do’s and don’ts of crafting questions that build confidence, spark reflection, and deepen learning.

What makes a question worth answering?

Is it the format? The wording? The timing?
Or is it what happens in the learner’s brain after they read it?
“Which pizza topping best represents a question format?” is not going to make the cut... unless it’s mushrooms. Mushrooms are complex.

On Edovo, every question is an opportunity—sometimes the only one—for a learner to pause, reflect, connect, or apply. And in a system without hand-raising or real-time feedback, your questions are the instruction.

So the difference between a fluff question and a powerful one? It’s the difference between a learner zoning out—or zoning in.

This article breaks down how to design meaningful engagement questions using only the tools built into Edovo’s closed, self-paced platform. No links. No fancy interactions. Just intentional choices, well-timed prompts, and questions that make learning stick. 

(And hey—if you chuckled at the pizza question and kept scrolling, or paused just long enough to wonder, “Wait… was that a typo?” but stopped to really think when you read, “What makes a question worth answering?” then you’ve already felt the difference. That’s the power of a well-crafted prompt.)

You’ll walk away with:
  • A smart, flexible definition of what engagement really means in a closed, self-paced system
  • Clear strategies for writing better interactive questions across all Edovo formats
  • Do’s and don’ts for tone, timing, and cognitive load
  • A checklist to make sure every question earns its place

The jargon you actually need to know

Term: Engagement question
What it is: Any question—multiple choice, reflection, rating, or open response—that prompts the learner to do something active with the content. It could test knowledge, spark a connection, or challenge thinking. But the goal is always the same: activate the brain, not just move the finger.
What the science says: Adult learners remember more when they interact with material in meaningful ways—especially when those interactions prompt reflection, retrieval, or connection to real-life experiences (Bransford et al., 2000; Knowles et al., 2015). Questions that are too easy, too abstract, or poorly timed won’t just fall flat—they may actually reduce motivation by signaling, “This doesn’t matter.” 

(Yep, that pizza question was an example of an abstract question, but you knew that because you're smart.)

When done well, engagement questions reinforce learning, build confidence, and help learners track their own growth. That’s especially important in correctional education, where learners may be navigating self-doubt, trauma, and cognitive fatigue.

Why this matters more in a closed system

In a classroom, learners can raise a hand. Ask for help. Get feedback on the spot.

On Edovo? It’s just them and the screen.

That means your questions are the dialogue. And every format you use—whether it’s a Likert scale or a multiple-choice list—needs to feel intentional, respectful, and useful. Because here, the question isn’t just a check for understanding. It’s a signal:
  1. You belong here.
  2. Your thoughts matter.
  3. And learning can feel good again.

How to write questions that engage (not just assess)

Ask for reflection early—even if it’s small. You don’t have to start with an essay. But giving learners a chance to connect the topic to their lived experience creates a personal anchor.
Try:
  • “When someone disrespects you, what’s your first instinct?” (multiple choice)
  • “Which of these values matters most to you right now?” (survey)
  • “What’s one thing that’s been hard to learn in the past?” (open response)

These build fluency before you ask for depth. (Ah, there we go modeling how to scaffold again)

Use Likert scales to capture emotion or self-perception

Likert scale questions shine when used for self-awareness, not just opinion. They help learners notice patterns.

Try:
  • “I stay calm when someone challenges me.” (1–5 scale)
  • “I believe I can grow through effort.” (1–5 scale)
  • “I’ve used today’s strategy before.” (1–5 scale)

Make sure statements are concrete, not abstract. And always label your scale points clearly (Check out this article if you want to see how to do this on Edovo).

Don’t test cold—unless you mean to

If you haven’t taught it, don’t quiz it... unless it’s a purposeful pre-test. Pre-tests aren’t about passing or failing—they’re about activating prior knowledge and uncovering assumptions. The key is to label them clearly, keep them low-stakes, and use what you learn to guide what comes next.

Try:
  • “Before we dive in, let’s see what you already know about de-escalation. No pressure, these aren’t graded.” (insert pre-test questions)

Then, teach.

When it’s time to reinforce:
  • “Earlier, we talked about the ‘pause before responding’ strategy. Which part helps de-escalate a situation?” (multiple choice)

  • “What’s one benefit of creating a weekly budget?” (fill in the blank)

If Learners get it wrong, guide them gently: “Not quite—let’s revisit that idea in a new way.”

Testing doesn’t have to be a trap. It can be a tool—if it’s framed with care.

Use multiple choice for thinking—not just recall

A great multiple choice question challenges the learner to apply, not guess.

Try:
  • “Your cellmate calls you out in front of others. What’s your next move?”
  • “Which of these helps avoid impulse spending?”

Always:
  • Limit to 3–4 choices per question
  • Avoid trick questions
  • Include one clearly correct answer, and distractors that feel real

Let your open responses breathe

Don’t just drop an open box and say, “Reflect.”

Try:
  • Use sentence starters: “One thing I could try is…”
  • Offer structure: “List one action, one barrier, and one way around it.”
  • Normalize effort: “You don’t have to get it perfect—just get it down.”

Common mistakes (and how to fix them)

Writing strong engagement questions is harder than it looks. These missteps can derail the learning—but they’re easy to fix once you know what to look for.

Oops: Starting with abstract questions like “What does success mean to you?”
Fix: Begin with concrete, accessible prompts tied to real experiences.
Try: “What’s one thing you’ve done recently that made you feel proud?” (open response) 
Why it matters: Big questions can trigger shame or avoidance—especially early in the course. Build comfort first.

Oops: Overusing yes/no or true/false formats
Fix: Use richer formats like multiple choice or Likert when nuance matters.
Try: “How confident do you feel applying this strategy in real life?” (Likert scale)
Why it matters:: Binary questions rarely capture growth, context, or reflection. They’re better suited for confidence-building or quick check-ins.

Oops: Asking too many questions in a row
Fix: Space them out with short content screens. One question per idea. 2-3 questions per page.
Try: Deliver two screens of content, then one multiple-choice question that reinforces a key concept.
Why it matters:: Rapid-fire questions spike cognitive load and feel like a test, not a journey.

TL;DR: Ask smarter, not louder
  • On Edovo, your questions are the interaction—make them count
  • Use each format for what it does best (e.g., Likert = self-perception, MC and open response = application
  • Build from small reflections to deeper insights
  • Avoid trick questions, yes/no overload, or cold quizzes
  • When in doubt, ask yourself: does this question invite learning?
References
(That References section at the bottom isn’t just for show—it’s where these ideas come from. Give credit to the experts, and use it to sharpen your next question.)
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. National Academies Press.

  • Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner (8th ed.). Routledge.

  • Immordino-Yang, M. H. (2015). Emotions, learning, and the brain. W. W. Norton & Company.

  • Hammond, Z. (2015). Culturally responsive teaching and the brain. Corwin.

  • Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.