Ask better questions (and get better learning)
10 Ways to Write Questions That Invite Thinking (Not Just Clicking)
Learn how to design questions that do more than fill space. On Edovo, your questions are the interaction. This guide breaks down how to craft questions that build confidence, spark reflection, and deepen learning, without overwhelming or alienating the learner.
What makes a question worth answering?
Quick question.
Why do some questions make you pause and think…
while others make you immediately scan the screen for the “Next” button?
Is it the format?
The wording?
The timing?
Or is it the moment your brain quietly decides, “This is worth my energy,” or “Yeah… no.”
Same Topic, Totally Different Cognitive Experience
Question A (Disengaging):
Which statement best describes effective learning?
A. It takes effort
B. It requires motivation
C. It leads to growth
D. All of the above
Nothing is wrong here.
But nothing is happening either.
The answer is obvious.
The learner’s job (aka you, right now) is to recognize the pattern and move on.
Their brain never has to engage beyond surface-level recognition.
Now compare it to this:
Question B (Engaging):
When learning something new feels slow or frustrating, what’s most likely actually happening?
A. You’re failing to understand the material
B. Your brain is adjusting to unfamiliar thinking
C. You’re not motivated enough yet
D. The content just isn’t for you
Same format.
Same number of choices.
But this one does something different.
It describes a real learning experience.
And it challenges common misconceptions without shaming the learner for having them.
That gentle mental friction is a desirable difficulty, just enough challenge to deepen understanding without pushing the learner away.
That’s engagement.
What You’ll Walk Away With
By the end of this article, you’ll have:
A clear definition of what engagement actually means in a closed, self-paced system
Practical examples of how the same question format can either shut learning down or pull learners in
Simple, research-backed guidelines for using multiple choice, true/false, Likert scales, and open responses effectively
A checklist to help you decide whether a question earns its place, or quietly derails learning
Plus a few “ohhh, that’s why” moments that make question-writing a breeze
The jargon you actually need to know
What it is:
An engagement question is any prompt—multiple choice, rating, or open response—that asks the learner to do something with the content. It might check understanding, spark a personal connection, or challenge a misconception. 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 questions prompt reflection, retrieval, or connection to real-life experience (Bransford et al., 2000; Knowles et al., 2015). Questions that are too easy, too abstract, or poorly timed don’t just miss the mark—they can quietly signal, “This doesn’t matter,” and reduce motivation.
When designed well, engagement questions strengthen learning, build confidence, and help learners notice their own progress. In correctional education—where many learners carry academic trauma, self-doubt, or cognitive fatigue—those moments of supported thinking matter even more.
Why This Matters More in a Closed, Self-Paced System
In a classroom, learners can raise a hand.
They can ask for clarification.
They can read the room.
On Edovo, it’s just the learner and the screen.
That means your questions are the dialogue. They do the work of prompting reflection, checking understanding, and signaling whether it’s safe—and worthwhile—to engage.
And here’s the part that often gets missed: timely feedback matters just as much as a well-timed question.
At this point, creators often panic a little.
But I can’t talk to the learner.
I can’t see their face.
How am I supposed to give feedback?!
We’ve got your back. On Edovo, feedback doesn’t have to be live to be effective. You can use the built-in feedback space in the Editor to respond to answers with guidance, encouragement, or gentle course correction. A simple line like, “If this felt tricky, you’re not alone—, let’s look at it another way,” can keep learning moving instead of shutting it down.
And if you want to get creative, you can go one step further.
Follow a question with a short video or content screen that walks through the thinking process—not just the right answer. Modeling how to reason through a decision, reflect on a mistake, or apply a strategy gives learners the feedback their brain is looking for, even in a self-paced environment.
Questions invite thinking.
Feedback helps that thinking stick.
Together, they turn a static screen into an actual learning experience.
How to Write Good Questions (That Actually Do Something)
Good engagement questions don’t happen by accident. They’re designed.
Here are a few reliable steps you can use every time—no matter the topic, format, or course.
1. Start With the Thinking You Want, Not the Format
Before you choose multiple choice, Likert, or open response, ask yourself:
What do I want the learner’s brain to do right now?
Do you want them to:
Recall something they just learned?
Compare two ideas?
Reflect on their own experience?
Apply a strategy to a situation?
Why this works:
Learning sticks when questions align with the mental action required (retrieval, reflection, application). Format should serve the thinking—not the other way around.
Don’t:
Use a Likert scale because you haven’t used one yet.
Do:
Use a Likert scale because you want learners to notice a shift in confidence or awareness.
2. Anchor the Question in a Real Situation
Abstract questions feel “school-y.” Concrete scenarios feel relevant.
Whenever possible, ground your question in a moment the learner can picture.
Why this works:
Concrete prompts reduce cognitive load and activate prior experience—both key for adult learners.
Don’t:
What does effective communication mean?
Do:
Someone cuts you off mid-sentence. What’s the most effective way to respond if your goal is to de-escalate?
3. Make All Answer Choices Feel Plausible
A good multiple-choice question isn’t about spotting the “right” answer. It’s about thinking through why one option works better than the others.
That means your distractors should sound reasonable—especially to someone who’s still learning.
Why this works:
Plausible alternatives create desirable difficulty. They push learners to process meaning, not just recognize patterns.
Don’t:
A. Always
B. Never
C. Sometimes
D. The correct answer
Do:
A. Respond immediately to clarify your point
B. Pause before responding to avoid escalation
C. Walk away without saying anything
D. Match the other person’s tone
4. Lower the Stakes Before You Raise the Bar
Early questions should build momentum, not demand perfection.
Start with recognition or light reflection before asking for deeper application or open-ended responses.
Why this works:
Scaffolding reduces threat and builds confidence—especially for learners with academic trauma.
Don’t:
On page one: “Describe a time you failed and what it taught you.”
Do:
Early: “Which of these feels hardest right now?” (multiple choice options)
Later: “Describe one small change you could try next time.”
5. Never Leave Learners Alone With a Blank Box
Open responses are powerful, but only when learners know what to do.
Always provide structure, guidance, or reassurance.
Why this works:
Structure reduces cognitive overload and helps learners focus on thinking, not guessing what you want.
Don’t:
Reflect on this lesson.
Do:
One idea from this lesson that stood out to me was…
One situation where I could try this is…
6. Pair Questions With Feedback Every Time
A question without feedback is a missed opportunity.
Use the feedback space in the Editor—or a short follow-up screen—to guide thinking, normalize mistakes, or model reasoning.
Why this works:
Feedback helps learners correct misunderstandings and reinforces effort as part of learning.
Don’t:
Correct answer shown. Move on.
Do:
If this felt tricky, that’s normal. Let’s walk through why this option works—and when another one might not.
7. Ask Fewer Questions, But Make Them Count
More questions don’t equal more engagement.
One thoughtful question, well placed, is better than five stacked together.
Why this works:
Spacing questions reduces cognitive load and keeps learners from feeling tested instead of taught.
Don’t:
Three questions in a row on the same screen.
Do:
Two short content screens → one reinforcing question.
8. Model the Thinking Before You Ask for It
When content gets heavier—emotionally, cognitively, or both—don’t ask learners to figure out how to think on their own.
Show them.
That might mean:
Walking through your reasoning out loud
Explaining how to evaluate options
Naming what you’re noticing and why it matters
Why this works:
Modeling reduces cognitive load and gives learners a roadmap for thinking. It’s especially important when asking for reflection, judgment, or transfer.
Don’t:
Jump straight to: “What would you do in this situation?”
Do:
“Here’s how I would think through this step by step. Now try applying that same process to your own situation.”
You’re not giving away the answer.
You’re teaching the strategy.
9. Use Optional or In-Video Questions to Lower the Barrier to Reflection
Not every engagement moment needs to feel like a quiz.
For learners with academic trauma, even well-designed questions can trigger pressure, self-doubt, or the urge to rush through just to “get it right.” One way to honor that reality is to build in low-stakes, optional ways to reflect.
That might look like:
-
Trivia-style questions embedded in a video
-
Game-like prompts that invite thinking without requiring a written response
-
Optional “pause and think” moments where learners can reflect privately
Think about this while you watch the video questions
Would you rather questions to trigger thinking and applying concepts to a learner's personal sentiments
Why this works:
Optional and in-video questions reduce performance pressure while still activating thinking. Learners engage cognitively without feeling evaluated—and that’s often when the most honest reflection happens.
Don’t:
Stack formal quiz questions every time you introduce a new concept.
Do:
Use optional or in-video prompts to let learners explore ideas in a low-stress way—especially when content touches money, emotions, identity, or past mistakes.
You’re still asking learners to think. You’re just removing the pressure to perform.
10. Tell Learners Why You’re Asking the Question
Never assume the purpose of a question is obvious.
A single line of context can completely change how a learner experiences a prompt, from “Why am I being tested?” to “Oh, this is helping me think.”
That might sound like:
-
“This question isn’t about getting it right, it’s about noticing patterns.”
-
“There’s no wrong answer here. This is just a moment to check in with yourself.”
-
“This will help you see how this idea shows up in real life.”
This pre-test isn't graded, and it will help you see what you already know and how you'll grow throughout this course.
Why this works:
Purpose reduces threat. When learners understand why they’re being asked to engage, their brain stays in learning mode instead of defense mode, especially important for learners who have experienced schooling as judgmental or punitive.
Don’t:
Drop a question with no framing and hope learners trust it.
Do:
Briefly explain the purpose so learners know how to approach the question—and what kind of thinking it’s inviting.
You’re not over-explaining.
You’re building psychological safety.
A Final Gut Check
Before you publish, ask yourself:
If I were the learner, would this question make me think… or just comply?
If it invites thinking, you’re on the right track.
If it feels like filler, it probably is.
And now you know exactly how to fix it.
TL;DR: Ask Smarter, Not More
On Edovo, your questions are the interaction—make them count
Same format doesn’t mean same experience; design determines engagement
Anchor questions in real situations learners recognize
Use each question type for what it does best
Build from low-stakes thinking to deeper reflection
Pair every question with timely, supportive feedback
Model the thinking you want learners to practice—especially when content gets heavier
If learners are thinking, learning is happening.
If they’re just clicking, it’s time to redesign the question.
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.
Bjork, R. A., & Bjork, E. L. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society (pp. 56–64).
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.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Hammond, Z. (2015). Culturally responsive teaching and the brain. Corwin.
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