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Questionnaire measures of consumers’ willingness to pay (WTP) and price sensitivity are biased, yet these declarative methods can aid managerial decision-making. Additional choices involve which question formats to use (open-ended or discrete choice) and how many questions (unique versus multiple). This paper aims to inform such choices for online data collection with an empirical evaluation of the size of the bias induced by four methods (price acceptability, price judgements, multiple discrete choices and single discrete choices) in a realistic choice context.

An experimental framework collects online data about a staple product whose price should be well known. Price sensitivity, WTP and their confidence intervals are derived from a logistic binary model of acceptability, then ranked to evaluate the size of the bias of each method, relative to an indirect benchmark.

Online data collections with self-administrated questionnaires lower respondents’ involvement and create substantial bias; hypothetical methods overestimate WTP and underestimate price sensitivity, especially with methods using unique questions (both discrete choice and price acceptability). Multiple questions (price judgements and repeated random discrete choices) increase attention to price information and reduce the bias. The round price effect also is notable in data collected by open-ended methods.

To measure declarative WTP and price sensitivity with online data collections, researchers should use a random discrete choices method. Price acceptability questions and split tests are not recommended. Price judgements provide reliable information about consumer reactions to prices, but the strong round price bias is problematic.

This study adds to marketing and economic literature by comparing actual measurement methods used by firms, rather than hypothetical versions, and offers strong external validity.

Simulated child interviews, where adults play the role of a child witness for trainee investigative interviewers, are an essential tool used to train investigators to adhere to non‐leading, open‐ended questions. The aim of this study is to examine whether the use of a training procedure that guides persons playing the role of a child in simulated interviews results in interviewees producing more coherent narratives (measured by the number of story grammar details).

A total of 80 police officers individually engaged in ten‐minute interviews, whereby an untrained (colleague), or trained respondent, played the role of the child interviewee. For each child respondent condition, the interviews varied according to child age (five or eight years).

As predicted, trained respondents reported a higher proportion of story grammar elements and a lower proportion of contextual information than the untrained respondents, as well as more story grammar elements in response to open‐ended questions. However, there were limitations in how well both groups tailored their story grammar to the age of the child they were representing.

These findings demonstrate that our training procedure promotes a more coherent interviewee account, and facilitates a response style that is more reinforcing of open‐ended questions.

Low response rates in web surveys and the use of different devices in entering web survey responses are the two main challenges to response quality of web surveys. The purpose of this study is to compare the effects of using interviewers to recruit participants in computer-assisted self-administered interviews (CASI) vs computer-assisted personal interviews (CAPI) and smartphones vs computers on participation rate and web survey response quality.

Two field experiments using two similar media use studies on US college students were conducted to compare response quality in different survey modes and response devices.

Response quality of computer entry was better than smartphone entry in both studies for open-ended and closed-ended question formats. Device effect was only significant on overall completion rate when interviewers were present.

Survey researchers are given guidance how to conduct online surveys using different devices and choice of question format to maximize survey response quality. The benefits and limitations of using an interviewer to recruit participants and smartphones as web survey response devices are discussed.

It shows how computer-assisted self-interviews and smartphones can improve response quality and participation for underprivileged groups.

This is the first study to compare response quality in different question formats between CASI, e-mailed delivered online surveys and CAPI. It demonstrates the importance of human factor in creating sense of obligation to improve response quality.

This study aims to explore how learners prefer to interact with microlearning videos. Microlearning is an emerging topic in work-based learning, and the benefits of using video in supporting learning have been widely discussed. However, only very few of previous works were conducted on discussing how learners prefer to interact with microlearning video. This paper aims to fill this knowledge gap.

A questionnaire was used in this study for data collection purposes. In total, the invitation had been sent to 236 enrolled learners from the three targeted modules through emails. A total of 77 participants completed the survey with the response rate of 32.6%. The chi-square test is used in this study in order to conclude whether the findings from the sample related to hypotheses are statistically significant.

By analysing primary data collected from a United Kingdom (UK) university, the findings suggest that 1) the perceived usefulness of the control functions and the expression functions of multimedia microlearning videos are generally high and 2) more participants, on the one hand, prefer to have more control in their multiple-choice questions’ arrangement and open-ended questions’ arrangement; on the other hand, there was no significant difference on the preference of when to attempt assessment.

This is the first time that a study like this had been conducted to review and discuss the interactive preferences between learners and multimedia microlearning. This study could shed some lights on future research in the field of microlearning and work-based learning.

The purpose of this paper is to investigate knowledge and attitudes toward genetically modified organisms (GMOs) and nanotechnology among the Canadian youth demographic. The primary objective of this pilot study was to investigate the knowledge and attitudes toward GMOs and nanotechnology among first year university students. The secondary objective was to compare knowledge and attitudes toward GMOs and nanotechnology among students studying nutrition as to students who do not study nutrition.

A questionnaire was developed by researchers and student volunteers. This questionnaire was distributed to first year university classes at Western University. The multiple-choice questions were analyzed using SAS, and open-ended questions were analyzed using theme analysis.

GMO knowledge was strong for both populations, however questions related to the percentage of GM foods grown in Canada indicated nutrition students had a stronger GMO knowledge (p = 0.031). Open-ended questions revealed overall attitudes toward GMOs were either unsure or negative between both populations. Nutrition students had a more positive attitude toward nanotechnology, and a slightly stronger knowledge regarding applications of nanotechnology (p = 0.006). Theme analysis indicated that participants enrolled in nutritional studies were less apprehensive toward GMOs. No differences were indicated in open-ended questions related to nanotechnology between both groups, which may be due to the lack of awareness related to the novelty of the technology.

Without a validated questionnaire, this reduces the reliability of the results from the questionnaire. The questionnaire was carefully designed by combining previous studies questionnaires, as well as producing questions from related literature, which increases the reliability and accuracy of the questionnaire. In addition, the questionnaires underwent several rounds of pre-piloting as well as multiple revisions with current health-care professions to increase the reliability and accuracy of the questionnaire.

This study will assist in understanding the current knowledge of GMOs and nanotechnology among first year university students. This will then allow us to understand if knowledge has a factor in altering students’ attitudes toward these technologies. If students do not have a strong knowledge toward these technologies, then this may lead to the potential implementation of education regarding GMOs and nanotechnology. As these technologies are emerging and being used in everyday food items, individuals should be aware of the implications, as well as the benefits of these technologies.

This is the first study regarding this topic in Canada. Results from this study provide baseline data that may be used to conduct future research.

Although there is a lack of research on instruction that aims at facilitating students’ use of questioning with peers, many early childhood social studies textbooks and resources, include activities and lessons recommending students conduct interviews with an explicit assumption that young students are capable of formulating and using questions in the context of an interview. In these instances, no suggestions or ideas are given to teachers regarding instruction that will encourage and facilitate students’ questioning. The purpose of this study was to determine if the levels of social studies interview questions second graders formulate and use can be increased with questioning instruction in terms of quality, which is defined as depth of response, and in terms of quantity. This study generated research hypotheses that could be investigated in future research on instruction aimed at increasing young children’s questioning abilities as demonstrated in social studies.

The purpose of this paper is to investigate an initial set of formative indicators to measure the level of efforts on sustainable use of water by companies from different sectors to eventually generate an index with a ranking of such companies.

The authors started with unstructured data from an open-ended survey conducted by the Carbon Disclosure Project (CDP) on over 300 global companies. Using data from 158 of the companies in that survey from 27 different two-digit UK SIC codes, the authors devised the indicators, translated these into questions requiring response on a seven-point Likert scale, and then coded the companies’ response in the CDP survey for the questionnaire.

First, all the questions were valid in that responses could be provided. Second, in open-ended surveys like CDP's survey, companies provided information only on selected dimensions and not on others. Third, across sectors, companies are putting more effort on usage efficiency relative to where the water comes from or where it goes after use.

The questions still require field-testing for validation and user acceptance.

The proposed questions could become part of a survey for companies to self-assess or to disclose information on the sustainable use of water. An index created using disclosed data would motivate companies to make more effort towards sustainable use of water.

The authors believe this to be the first effort towards formulating a sustainability index of companies’ use of water.

Even though young children ask many questions, the request for a question usually receives a story in response. The purpose of this action research was to determine if the implementation of questioning activities throughout the curriculum would make kindergartners aware of questions and enhance the questioning skills of these young learners.