Understanding Limited Participation in Collaborative Question Generation: A Mixed-Methods Study of PeerWise in Higher Education

Collaborative question-generation systems such as PeerWise can support active, collaborative, and self-regulated learning, while sustained participation remains an important implementation challenge. This study examined perceived educational value and participation descriptively in an undergraduate business information systems course. A mixed-methods case study design combined a theory-informed pre-examination questionnaire (N = 25), a post-examination questionnaire (N = 22), open-ended responses, and three focus group discussions (two with the study cohort and one with a previous cohort taught under the same design). Students generally regarded PeerWise as useful and educationally valuable, while question-generation activity remained limited and PeerWise use was concentrated close to the examination. Question creation was described as cognitively demanding and time-consuming, while other study activities often took priority. Engagement was also associated with visible peer activity, instructional guidance, and assessment relevance. The study identifies a gap between perceived educational value and sustained participation and highlights conditions associated with this gap.