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• Published: 10 December 2020

Effect of internet use and electronic game-play on academic performance of Australian children

• Md Irteja Islam 1 , 2 ,
• Raaj Kishore Biswas 3 &
• Rasheda Khanam 1  

Scientific Reports volume  10 , Article number:  21727 ( 2020 ) Cite this article

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• Human behaviour
• Risk factors

This study examined the association of internet use, and electronic game-play with academic performance respectively on weekdays and weekends in Australian children. It also assessed whether addiction tendency to internet and game-play is associated with academic performance. Overall, 1704 children of 11–17-year-olds from young minds matter (YMM), a cross-sectional nationwide survey, were analysed. The generalized linear regression models adjusted for survey weights were applied to investigate the association between internet use, and electronic-gaming with academic performance (measured by NAPLAN–National standard score). About 70% of the sample spent > 2 h/day using the internet and nearly 30% played electronic-games for > 2 h/day. Internet users during weekdays (> 4 h/day) were less likely to get higher scores in reading and numeracy, and internet use on weekends (> 2–4 h/day) was positively associated with academic performance. In contrast, 16% of electronic gamers were more likely to get better reading scores on weekdays compared to those who did not. Addiction tendency to internet and electronic-gaming is found to be adversely associated with academic achievement. Further, results indicated the need for parental monitoring and/or self-regulation to limit the timing and duration of internet use/electronic-gaming to overcome the detrimental effects of internet use and electronic game-play on academic achievement.

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Introduction.

Over the past two decades, with the proliferation of high-tech devices (e.g. Smartphone, tablets and computers), both the internet and electronic games have become increasingly popular with people of all ages, but particularly with children and adolescents 1 , 2 , 3 . Recent estimates have shown that one in three under-18-year-olds across the world uses the Internet, and 75% of adolescents play electronic games daily in developed countries 4 , 5 , 6 . Studies in the United States reported that adolescents are occupied with over 11 h a day with modern electronic media such as computer/Internet and electronic games, which is more than they spend in school or with friends 7 , 8 . In Australia, it is reported that about 98% of children aged 15–17 years are among Internet users and 98% of adolescents play electronic games, which is significantly higher than the USA and Europe 9 , 10 , 11 , 12 .

In recent times, the Internet and electronic games have been regarded as important, not just for better results at school, but also for self-expression, sociability, creativity and entertainment for children and adolescents 13 , 14 . For instance, 88% of 12–17 year-olds in the USA considered the Internet as a useful mechanism for making progress in school 15 , and similarly, electronic gaming in children and adolescents may assist in developing skills such as decision-making, smart-thinking and coordination 3 , 15 .

On the other hand, evidence points to the fact that the use of the Internet and electronic games is found to have detrimental effects such as reduced sleeping time, behavioural problems (e.g. low self-esteem, anxiety, depression), attention problems and poor academic performance in adolescents 1 , 5 , 12 , 16 . In addition, excessive Internet usage and increased electronic gaming are found to be addictive and may cause serious functional impairment in the daily life of children and adolescents 1 , 12 , 13 , 16 . For example, the AU Kids Online survey 17 reported that 50% of Australian children were more likely to experience behavioural problems associated with Internet use compared to children from 25 European countries (29%) surveyed in the EU Kids Online study 18 , which is alarming 12 . These mixed results require an urgent need of understanding the effect of the Internet use and electronic gaming on the development of children and adolescents, particularly on their academic performance.

Despite many international studies and a smaller number in Australia 12 , several systematic limitations remain in the existing literature, particularly regarding the association of academic performance with the use of Internet and electronic games in children and adolescents 13 , 16 , 19 . First, the majority of the earlier studies have either relied on school grades or children’s self assessments—which contain an innate subjectivity by the assessor; and have not considered the standardized tests of academic performance 16 , 20 , 21 , 22 . Second, most previous studies have tested the hypothesis in the school-based settings instead of canvassing the whole community, and cannot therefore adjust for sociodemographic confounders 9 , 16 . Third, most studies have been typically limited to smaller sample sizes, which might have reduced the reliability of the results 9 , 16 , 23 .

By considering these issues, this study aimed to investigate the association of internet usage and electronic gaming on a standardized test of academic performance—NAPLAN (The National Assessment Program—Literacy and Numeracy) among Australian adolescents aged 11–17 years using nationally representative data from the Second Australian Child and Adolescent Survey of Mental Health and Wellbeing—Young Minds Matter (YMM). It is hypothesized that the findings of this study will provide a population-wide, contextual view of excessive Internet use and electronic games played separately on weekdays and weekends by Australian adolescents, which may be beneficial for evidence-based policies.

Subject demographics

Respondents who attended gave NAPLAN in 2008 (N = 4) and 2009 (N = 29) were removed from the sample due to smaller sample size, as later years (2010–2015) had over 100 samples yearly. The NAPLAN scores from 2008 might not align with a survey conducted in 2013. Further missing cases were deleted with the assumption that data were missing at random for unbiased estimates, which is common for large-scale surveys 24 . From the initial survey of 2967 samples, 1704 adolescents were sampled for this study.

The sample characteristics were displayed in Table 1 . For example, distribution of daily average internet use was checked, showing that over 50% of the sampled adolescents spent 2–4 h on internet (Table 1 ). Although all respondents in the survey used internet, nearly 21% of them did not play any electronic games in a day and almost one in every three (33%) adolescents played electronic games beyond the recommended time of 2 h per day. Girls had more addictive tendency to internet/game-play in compare to boys.

The mean scores for the three NAPLAN tests scores (reading, writing and numeracy) ranged from 520 to 600. A gradual decline in average NAPLAN tests scores (reading, writing and numeracy) scores were observed for internet use over 4 h during weekdays, and over 3 h during weekends (Table 2 ). Table 2 also shows that adolescents who played no electronic games at all have better scores in writing compared to those who play electronic games. Moreover, Table 2 shows no particular pattern between time spent on gaming and NAPLAN reading and numeracy scores. Among the survey samples, 308 adolescents were below the national standard average.

Internet use and academic performance

Our results show that internet (non-academic use) use during weekdays, especially more than 4 h, is negatively associated with academic performance (Table 3 ). For internet use during weekdays, all three models showed a significant negative association between time spent on internet and NAPLAN reading and numeracy scores. For example, in Model 1, adolescents who spent over 4 h on internet during weekdays are 15% and 17% less likely to get higher reading and numeracy scores respectively compared to those who spend less than 2 h. Similar results were found in Model 2 and 3 (Table 3 ), when we adjusted other confounders. The variable addiction tendency to internet was found to be negatively associated with NAPLAN results. The adolescents who had internet addiction were 17% less and 14% less likely to score higher in reading and numeracy respectively than those without such problematic behaviour.

Internet use during weekends showed a positive association with academic performance (Table 4 ). For example, Model 1 in Table 4 shows that internet use during weekends was significant for reading, writing and national standard scores. Youths who spend around 2–4 h and over 4 h on the internet during weekends were 21% and 15% more likely to get a higher reading scores respectively compared to those who spend less than 2 h (Model 1, Table 4 ). Similarly, in model 3, where the internet addiction of adolescents was adjusted, adolescents who spent 2–4 h on internet were 1.59 times more likely to score above the national standard. All three models of Table 4 confirmed that adolescents who spent 2–4 h on the internet during weekends are more likely to achieve better reading and writing scores and be at or above national standard compared to those who used the internet for less than 2 h. Numeracy scores were unlikely to be affected by internet use. The results obtained from Model 3 should be treated as robust, as this is the most comprehensive model that accounts for unobserved characteristics. The addiction tendency to internet/game-play variable showed a negative association with academic performance, but this is only significant for numeracy scores.

Electronic gaming and academic performance

Time spent on electronic gaming during weekdays had no effect on the academic performance of writing and language but had significant association with reading scores (Model 2, Table 5 ). Model 2 of Table 5 shows that adolescents who spent 1–2 h on gaming during weekdays were 13% more likely to get higher reading scores compared to those who did not play at all. It was an interesting result that while electronic gaming during weekdays tended to show a positive effect on reading scores, internet use during weekdays showed a negative effect. Addiction tendency to internet/game-play had a negative effect; the adolescents who were addicted to the internet were 14% less likely to score more highly in reading than those without any such behaviour.

All three models from Table 6 confirm that time spent on electronic gaming over 2 h during weekends had a positive effect on readings scores. For example, the results of Model 3 (Table 6 ) showed that adolescents who spent more than 2 h on electronic gaming during weekdays were 16% more likely to have better reading scores compared to adolescents who did not play games at all. Playing electronic games during weekends was not found to be statistically significant for writing and numeracy scores and national standard scores, although the odds ratios were positive. The results from all tables confirm that addiction tendency to internet/gaming is negatively associated with academic performance, although the variable is not always statistically significant.

Building on past research on the effect of the internet use and electronic gaming in adolescents, this study examined whether Internet use and playing electronic games were associated with academic performance (i.e. reading, writing and numeracy) using a standardized test of academic performance (i.e. NAPLAN) in a nationally representative dataset in Australia. The findings of this study question the conventional belief 9 , 25 that academic performance is negatively associated with internet use and electronic games, particularly when the internet is used for non-academic purpose.

In the current hi-tech world, many developed countries (e.g. the USA, Canada and Australia) have recommended that 5–17 year-olds limit electronic media (e.g. internet, electronic games) to 2 h per day for entertainment purposes, with concerns about the possible negative consequences of excessive use of electronic media 14 , 26 . However, previous research has often reported that children and adolescents spent more than the recommended time 26 . The present study also found similar results, that is, that about 70% of the sampled adolescents aged 11–17 spent more than 2 h per day on the Internet and nearly 30% spent more than 2-h on electronic gaming in a day. This could be attributed to the increased availability of computers/smart-phones and the internet among under-18s 12 . For instance, 97% of Australian households with children aged less than 15 years accessed internet at home in 2016–2017 10 ; as a result, policymakers recommended that parents restrict access to screens (e.g. Internet and electronic games) in children’s bedrooms, monitor children using screens, share screen hours with their children, and to act as role models by reducing their own screen time 14 .

This research has drawn attention to the fact that the average time spent using the internet, which is often more than 4 h during weekdays tends to be negatively associated with academic performance, especially a lower reading and numeracy score, while internet use of more than 2 h during weekends is positively associated with academic performance, particularly having a better reading and writing score and above national standard score. By dividing internet use and gaming by weekdays and weekends, this study find an answer to the mixed evidence found in previous literature 9 . The results of this study clearly show that the non-academic use of internet during weekdays, particularly, spending more than 4 h on internet is harmful for academic performance, whereas, internet use on the weekends is likely to incur a positive effect on academic performance. This result is consistent with a USA study that reported that internet use is positively associated with improved reading skills and higher scores on standardized tests 13 , 27 . It is also reported in the literature that academic performance is better among moderate users of the internet compared to non-users or high level users 13 , 27 , which was in line with the findings of this study. This may be due to the fact that the internet is predominantly a text-based format in which the internet users need to type and read to access most websites effectively 13 . The results of this study indicated that internet use is not harmful to academic performance if it is used moderately, especially, if ensuring very limited use on weekdays. The results of this study further confirmed that timing (weekdays or weekends) of internet use is a factor that needs to be considered.

Regarding electronic gaming, interestingly, the study found that the average time of gaming either in weekdays or weekends is positively associated with academic performance especially for reading scores. These results contradicted previous literatures 1 , 13 , 19 , 27 that have reported negative correlation between electronic games and educational performance in high-school children. The results of this study were consistent with studies conducted in the USA, Europe and other countries that claimed a positive correlation between gaming and academic performance, especially in numeracy and reading skills 28 , 29 . This is may be due to the fact that the instructions for playing most of the electronic games are text-heavy and many electronic games require gamers to solve puzzles 9 , 30 . The literature also found that playing electronic games develops cognitive skills (e.g. mental rotation abilities, dexterity), which can be attributable to better academic achievement 31 , 32 .

Consistent with previous research findings 33 , 34 , 35 , 36 , the study also found that adolescents who had addiction tendency to internet usage and/or electronic gaming were less likely to achieve higher scores in reading and numeracy compared to those who had not problematic behaviour. Addiction tendency to Internet/gaming among adolescents was found to be negatively associated with overall academic performance compared to those who were not having addiction tendency, although the variables were not always statistically significant. This is mainly because adolescents’ skipped school and missed classes and tuitions, and provide less effort to do homework due to addictive internet usage and electronic gaming 19 , 35 . The results of this study indicated that parental monitoring and/ or self-regulation (by the users) regarding the timing and intensity of internet use/gaming are essential to outweigh any negative effect of internet use and gaming on academic performance.

Although the present study uses a large nationally representative sample and advances prior research on the academic performance among adolescents who reported using the internet and playing electronic games, the findings of this study also have some limitations that need to be addressed. Firstly, adolescents who reported on the internet use and electronic games relied on self-reported child data without any screening tests or any external validation and thus, results may be overestimated or underestimated. Second, the study primarily addresses the internet use and electronic games as distinct behaviours, as the YMM survey gathered information only on the amount of time spent on internet use and electronic gaming, and included only a few questions related to addiction due to resources and time constraints and did not provide enough information to medically diagnose internet/gaming addiction. Finally, the cross-sectional research design of the data outlawed evaluation of causality and temporality of the observed association of internet use and electronic gaming with the academic performance in adolescents.

This study found that the average time spent on the internet on weekends and electronic gaming (both in weekdays and weekends) is positively associated with academic performance (measured by NAPLAN) of Australian adolescents. However, it confirmed a negative association between addiction tendency (internet use or electronic gaming) and academic performance; nonetheless, most of the adolescents used the internet and played electronic games more than the recommended 2-h limit per day. The study also revealed that further research is required on the development and implementation of interventions aimed at improving parental monitoring and fostering users’ self-regulation to restrict the daily usage of the internet and/or electronic games.

Data description

Young minds matter (YMM) was an Australian nationwide cross-sectional survey, on children aged 4–17 years conducted in 2013–2014 37 . Out of the initial 76,606 households approached, a total of 6,310 parents/caregivers (eligible household response rate 55%) of 4–17 year-old children completed a structured questionnaire via face to face interview and 2967 children aged 11–17 years (eligible children response rate 89%) completed a computer-based self-reported questionnaire privately at home 37 .

Area based sampling was used for the survey. A total of 225 Statistical Area 1 (defined by Australian Bureau of Statistics) areas were selected based on the 2011 Census of Population and Housing. They were stratified by state/territory and by metropolitan versus non-metropolitan (rural/regional) to ensure proportional representation of geographic areas across Australia 38 . However, a small number of samples were excluded, based on most remote areas, homeless children, institutional care and children living in households where interviews could not be conducted in English. The details of the survey and methodology used in the survey can be found in Lawrence et al. 37 .

Following informed consent (both written and verbal) from the primary carers (parents/caregivers), information on the National Assessment Program—Literacy and Numeracy (NAPLAN) of the children and adolescents were also added to the YMM dataset. The YMM survey is ethically approved by the Human Research Ethics Committee of the University of Western Australia and by the Australian Government Department of Health. In addition, the authors of this study obtained a written approval from Australian Data Archive (ADA) Dataverse to access the YMM dataset. All the researches were done in accordance with relevant ADA Dataverse guidelines and policy/regulations in using YMM datasets.

Outcome variables

The NAPLAN, conducted annually since 2008, is a nationwide standardized test of academic performance for all Australian students in Years 3, 5, 7 and 9 to assess their skills in reading, writing numeracy, grammar and spelling 39 , 40 . NAPLAN scores from 2010 to 2015, reported by YMM, were used as outcome variables in the models; while NAPLAN data of 2008 (N = 4) and 2009 (N = 29) were excluded for this study in order to reduce the time lag between YMM survey and the NAPLAN test. The NAPLAN gives point-in-time standardized scores, which provide the scope to compare children’s academic performance over time 40 , 41 . The NAPLAN tests are one component of the evaluation and grading phase of each school, and do not substitute for the comprehensive, consistent evaluations provided by teachers on the performance of each student 39 , 41 . All four domains—reading, writing, numeracy and language conventions (grammar and spelling) are in continuous scales in the dataset. The scores are given based on a series of tests; details can be found in 42 . The current study uses only reading, writing and numeracy scores to measure academic performance.

In this study, the National standard score is a combination of three variables: whether the student meets the national standard in reading, writing and numeracy. Based on national average score, a binary outcome variable is also generated. One category is ‘below standard’ if a child scores at least one standard deviation (one below scores) from the national standard in reading, writing and numeracy, and the rest is ‘at/above standard’.

Independent variables

Internet use and electronic gaming.

In the YMM survey, owing to the scope of the survey itself, an extensive set of questions about internet usage and electronic gaming could not be included. Internet usage omitted the time spent in academic purposes and/or related activities. Playing electronic games included playing games on a gaming console (e.g. PlayStation, Xbox, or similar console ) online or using a computer, or mobile phone, or a handled device 12 . The primary independent covariates were average internet use per day and average electronic game-play in hours per day. A combination of hours on weekdays and weekends was separately used in the models. These variables were based on a self-assessed questionnaire where the youths were asked questions regarding daily time spent on the Internet and electronic game-play, specifically on either weekends or weekdays. Since, internet use/game-play for a maximum of 2 h/day is recommended for children and adolescents aged between 5 and 17 years in many developed countries including Australia 14 , 26 ; therefore, to be consistent with the recommended time we preferred to categorize both the time variables of internet use and gaming into three groups with an interval of 2 h each. Internet use was categorized into three groups: (a) ≤ 2 h), (b) 2–4 h, and (c) > 4 h. Similar questions were asked for game-play h. The sample distribution for electronic game-play was skewed; therefore, this variable was categorized into three groups: (a) no game-play (0 h), (b) 1–2 h, and (c) > 2 h.

Other covariates

Family structure and several sociodemographic variables were used in the models to adjust for the differences in individual characteristics, parental inputs and tastes, household characteristics and place of residence. Individual characteristics included age (continuous) and sex of the child (boys, girls) and addiction tendency to internet use and/or game-play of the adolescent. Addiction tendency to internet/game-play was a binary independent variable. It was a combination of five behavioural questions relating to: whether the respondent avoided eating/sleeping due to internet use or game-play; feels bothered when s/he cannot access internet or play electronic games; keeps using internet or playing electronic games even when s/he is not really interested; spends less time with family/friends or on school works due to internet use or game-play; and unsuccessfully tries to spend less time on the internet or playing electronic games. There were four options for each question: never/almost never; not very often; fairly often; and very often. A binary covariate was simulated, where if any four out of five behaviours were reported as for example, fairly often or very often, then it was considered that the respondent had addictive tendency.

Household characteristics included household income (low, medium, high), family type (original, step, blended, sole parent/primary carer, other) 43 and remoteness (major cities, inner regional, outer regional, remote/very remote). Parental inputs and taste included education of primary carer (bachelor, diploma, year 10/11), primary carer’s likelihood of serious mental illness (K6 score -likely; not likely); primary carer’s smoking status (no, yes); and risk of alcoholic related harm by the primary carer (risky, none).

Statistical analysis

Descriptive statistics of the sample and distributions of the outcome variables were initially assessed. Based on these distributions, the categorization of outcome variables was conducted, as mentioned above. For formal analysis, generalized linear regression models (GLMs) 44 were used, adjusting for the survey weights, which allowed for generalization of the findings. As NAPLAN scores of three areas—reading, writing and numeracy—were continuous variables, linear models were fitted to daily average internet time and electronic game play time. The scores were standardized (mean = 0, SD = 1) for model fitness. The binary logistic model was fitted for the dichotomized national standard outcome variable. Separate models were estimated for internet and electronic gaming on weekends and weekdays.

We estimated three different models, where models varied based on covariates used to adjust the GLMs. Model 1 was adjusted for common sociodemographic factors including age and sex of the child, household income, education of primary carer’s and family type 43 . However, the results of this model did not account for some unobserved household characteristics (e.g. taste, preferences) that are unobserved to the researcher and are arguably correlated with potential outcomes. The effects of unobserved characteristics were reduced by using a comprehensive set of observable characteristics 45 , 46 that were available in YMM data. The issue of unobserved characteristics was addressed by estimating two additional models that include variables by including household characteristics such as parental taste, preference and inputs, and child characteristics in the model. In addition to the variables in Model 1, Model 2 included remoteness, primary carer’s mental health status, smoking status and risk of alcoholic related harm by the primary carer. Model 3 further included internet/game addiction of the adolescent in addition to all the covariates in Model 2. Model 3 was expected to account for a child’s level of unobserved characteristics as the children who were addicted to internet/games were different from others. The model will further show how academic performance is affected by internet/game addiction. The correlation among the variables ‘internet/game addiction’ and ‘internet use’ and ‘gaming’ (during weekdays and weekends) were also assessed, and they were less than 0.5. Multicollinearity was assessed using the variance inflation factor (VIF), which was under 5 for all models, suggesting no multicollinearity 47 .

p value below the threshold of 0.05 was considered the threshold of significance. All analysis was conducted in R (version 3.6.1). R-package survey (version 3.37) was used for modelling which is suited for complex survey samples 48 .

Data availability

The authors declare that they do not have permission to share dataset. However, the datasets of Young Minds Matter (YMM) survey data is available at the Australian Data Archive (ADA) Dataverse on request ( https://doi.org/10.4225/87/LCVEU3 ).

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Acknowledgements

The authors would like to thank the University of Western Australia, Roy Morgan Research, the Australian Government Department of Health for conducting the survey, and the Australian Data Archive for giving access to the YMM survey dataset. The authors also would like to thank Dr Barbara Harmes for proofreading the manuscript.

This research did not receive any specific Grant from funding agencies in the public, commercial, or not-for-profit sectors.

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M.I.I.: Methodology, Validation, Visualization, Investigation, Writing—Original draft preparation, Writing—Reviewing and Editing. R.K.B.: Methodology, Software, Data curation, Formal Analysis, Writing—Original draft preparation. R.K.: Conceptualization, Methodology, Supervision, Writing- Reviewing and Editing.

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Islam, M.I., Biswas, R.K. & Khanam, R. Effect of internet use and electronic game-play on academic performance of Australian children. Sci Rep 10 , 21727 (2020). https://doi.org/10.1038/s41598-020-78916-9

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Open-ended questions vs. close-ended questions: examples and how to survey users

Unless you’re a mind reader, the only way to find out what your users are thinking is to ask them. That's what surveys are for. 

But the way you ask a question often determines the kind of answer you get—and one of the first decisions you have to make is: are you going to ask an open-ended or a closed-ended question?

Last updated

Reading time.

Understanding the difference between open-ended and close-ended questions helps you ask better, more targeted questions, so you can get actionable answers. The question examples we cover in this article look at open- and closed-ended questions in the context of a website survey, but the principle applies across any type of survey you may want to run. 

Start from the top or skip ahead to 

What’s the difference between open-ended and closed-ended questions?

4 tips on how to craft your survey questions for a maximum response rate

5 critical open-ended questions to ask customers

When to ask open-ended questions vs. closed-ended questions

Open-ended vs. close-ended questions: what’s the difference?

Open-ended questions are questions that cannot be answered with a simple ‘yes’ or ‘no’, and instead require the respondent to elaborate on their points.

Open-ended questions help you see things from a customer’s perspective as you get feedback in their own words instead of stock answers. You can analyze open-ended questions using spreadsheets , view qualitative research and data analysis trends, and even spot elements that stand out with word cloud visualizations.

Closed-ended questions are questions that can only be answered by selecting from a limited number of options, usually multiple-choice questions with a single-word answer (‘yes’ or ‘no’) or a rating scale (e.g. from strongly agree to strongly disagree).

Closed-ended questions give limited insight, but can easily be analyzed for quantitative data . For example, one of the most popular closed questions in market research is the Net Promoter Score® (NPS) survey, which asks people “How likely are you to recommend this product/service on a scale from 0 to 10?” and uses numerical answers to calculate overall score trends. Check out our NPS survey template to see this closed-ended question in action.

Let’s take a look at the examples of open-ended questions vs. closed-ended questions above.

All the closed questions in the left column can be responded to with a one-word answer that gives you the general sentiment of each user and a few useful data points about their satisfaction, which help you look at trends and percentages. For example, did the proportion of people who declared themselves happy with your website change in the last three, six, or 12 months?

The open-ended questions in the right column let customers provide detailed responses with additional information so you understand the context behind a problem or learn more about your unique selling points . If you’re after qualitative data like this, the easy way to convert closed-ended into open-ended questions is to consider the range of possible responses and re-word your questions to allow for a free-form answer.

💡 Pro tip : when surveying people on your website with Hotjar Surveys , our Survey Logic feature lets you ask follow-up questions that help you find out the what and the why behind your users’ actions. 

For more inspiration, here are 20+ real examples of open- and closed-ended questions you can ask on your website, along with a bunch of free pre-built survey templates and 50+ more survey questions to help you craft a better questionnaire for your users. 

Or, take advantage of Hotjar’s AI for Surveys , which generates insightful survey questions based on your research goal in seconds and prepares an automated summary report with key takeaways and suggested next steps once results are in.

Use Hotjar to build your survey and get the customer insights you need to grow your business.

How to ask survey questions for maximum responses

It’s often easy to lead your customers to the answer you want, so make sure you’re following these guidelines:

1. Embrace negative feedback

Some customers may find it hard to leave negative feedback if your questions are worded poorly.

For example, “We hope there wasn’t anything bad about your experience with us, but if so, please let us know” is better phrased neutrally as “Let us know if there was anything you’d like us to do differently.” It might sting a little to hear negative comments, but it’s your biggest opportunity to really empathize with customers and fuel your UX improvements moving forward.

2. Don’t lead your customers

“You bought 300 apples over the past year. What's your favorite fruit?” is an example of a leading question . You just planted the idea of an apple in your customers' mind. Valuable survey questions are open and objective—let people answer them in their own words, from their own perspective, and you’ll get more meaningful answers.

3. Avoid asking ‘and why?’

Tacking “and why?” on at the end of a question will only give you simple answers. And, no, adding “and why?” will not turn closed-ended questions into open-ended ones!

Asking “What did you purchase today, and why?” will give you an answer like “3 pairs of socks for a gift” (and that’s if you’re lucky), whereas wording the question as “Why did you choose to make a purchase today?” allows for an open answer like, “I saw your special offer and bought socks for my niece.”

4. Keep your survey simple

Not many folks love filling in a survey that’s 50 questions long and takes an hour to complete. For the most effective data collection (and decent response rates), you need to keep the respondents’ attention span in mind. Here’s how:

Keep question length short : good questions are one-sentence long and worded as concisely as possible

Limit the number of questions : take your list of planned questions and be ruthless when narrowing them down. Keep the questions you know will lead to direct insight and ditch the rest.

Show survey progress : a simple progress bar, or an indication of how many questions are left, motivates users to finish your survey

5 of our favorite open-ended questions to ask customers

Now that you know how to ask good open-ended questions , it’s time to start putting the knowledge into practice.

To survey your website users, use Hotjar's feedback tools to run on-page surveys, collect answers, and visualize results. You can create surveys that run on your entire site, or choose to display them on specific pages (URLs).

Different types of Hotjar surveys

As for what to ask—if you're just getting started, the five open-ended questions below are ideal for any website, whether ecommerce or software-as-a-service:

1. How can we make this page better?

If you missed the expectations set by a customer, you may have over-promised or under-delivered. Ask users where you missed the mark today, and you’ll know how to properly set, and meet, expectations in the future. An open platform for your customers to tell you their pain points is far more valuable for increasing customer satisfaction than guessing what improvements you should make. Issues could range from technical bugs to lack of product range.

2. Where exactly did you first hear about us?

An open “How did you find out about us?” question leaves users to answer freely, without leading them to a stock response, and gives you valuable information that might be harder to track with traditional analytics tools.

We have a traffic attribution survey template ready and waiting for you to get started.

3. What is stopping you from [action] today?

A “What is stopping you?” question can be shown on exit pages ; the open-form answers will help you identify the barriers to conversion that stop people from taking action.

Questions like this can also be triggered in a post-purchase survey on a thank you or order confirmation page. This type of survey only focuses on confirmed customers: after asking what almost stopped them, you can address any potential obstacles they highlight and fix them for the rest of your site visitors.

4. What are your main concerns or questions about [product/service]?

Finding out the concerns and objections of potential customers on your website helps you address them in future versions of the page they’re on and the products they’ll use. It sounds simple, but you’ll be surprised by how candid and helpful your users will be when answering this one.

Do you want to gather feedback on your product specifically? Learn what to improve and understand what users really think with our product feedback survey template and this expert advice on which product questions to ask when your product isn't selling.

5. What persuaded you to [take action] today?

Learning what made a customer click ‘buy now’ or ‘sign up’ helps you identify your levers. Maybe it’s low prices, fast shipping, or excellent customer service—whatever the reason, finding out what draws customers in and convinces them to stay helps you emphasize these benefits to other users and, ultimately, increase conversions.

Ask the right questions at the right time to get the insights you need

Whether you’re part of a marketing, product, sales, or user research team, asking the right questions through customer interviews or on-site surveys helps you collect feedback to create better user experiences and increase conversions and sales.

The type of question you choose depends on what you’re trying to achieve:

Ask a closed-ended question when you want answers that can be plotted on a graph and used to show trends and percentages. For example, answers to the closed-ended question “Do you trust the information on [website]?” helps you understand the proportion of people who find your website trustworthy versus those who do not.

Ask an open-ended question when you want in-depth answers to better understand your customers and their needs , get more context behind their actions, and investigate the reasons behind their satisfaction or dissatisfaction with your product. For example, the open-ended question “If you could change anything on this page, what would it be?” allows your customers to express, in their own words, what they think you should be working on next.

Not only is the kind of question you ask important—but the moment you ask it is equally relevant. Hotjar Surveys , our online survey tool , has a user-friendly survey builder that lets you effortlessly craft a survey and embed it anywhere on your web page to ask the right questions at the right time and place.

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After the thrill of a successful user interview, the chore of transcribing dialogue can feel like the ultimate anticlimax. Putting spoken words in writing takes several precious hours—time better invested in sharing your findings with your team or boss.

But the fact remains: you need a clear and accurate user interview transcript to analyze and report data effectively. Enter automatic transcription. This process instantly transcribes recorded dialogue in real time without human help. It ensures data integrity (and preserves your sanity), enabling you to unlock valuable insights in your research.

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Customer interviews uncover your ideal users’ challenges and needs in their own words, providing in-depth customer experience insights that inform product development, new features, and decision-making. But to get the most out of your interviews, you need to approach them with empathy. This article explains how to conduct accessible, inclusive, and—above all—insightful interviews to create a smooth (and enjoyable!) process for you and your participants.

• How to play

Situation puzzles | Lateral thinking puzzles

• Related to murder
• Sherlock Holmes
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• By Popularity By Popularity
• New First New First
• By Rating By Rating
• Easy First Easy First
• Hard First Hard First

Situation puzzles are intricate mysteries to be solved. Well-known facts seem illogical and strange. Which makes a yes or no riddle even more interesting to solve and to understand what has actually happened. One can't do it without logic and intuition as well as the ability to pay attention to details and reject wrong answers. Everyone who chooses this captivating game will feel like a real detective.

The answer is so unpredictable here that every new riddle is like a leap into the unknown, where the world is turned upside down and impossible things happen. Which, indeed, can be logically explained. When solving a situation puzzle or dark story, numerous ideas keep flashing in your mind, because nobody but the presenter knows what has actually happened, so the most incredible versions are possible...

An Online Survey System on Computer Game Enjoyment and Personality

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• Xiaowen Fang 17 ,
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• Chitra Nair 17  

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This paper discusses the development of an online survey instrument to measure the game enjoyment and player characteristics like age, gender and personality traits. A research framework of game play is proposed based on a review of prior research on computer game enjoyment, game characteristics, personality theories, effects of computer game play, and technology acceptance model. The proposed framework suggests that an appropriate fit between characteristics of the player and gaming technology will result in greater enjoyment while social influence may moderate effects of the fit. The survey will allow the researcher to establish the fit profiles between player characteristics and game play.

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Xiaowen Fang, Susy Chan & Chitra Nair

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Fang, X., Chan, S., Nair, C. (2009). An Online Survey System on Computer Game Enjoyment and Personality. In: Jacko, J.A. (eds) Human-Computer Interaction. Interacting in Various Application Domains. HCI 2009. Lecture Notes in Computer Science, vol 5613. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-02583-9_34

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• Research Questions: Definitions, Types + [Examples]

Research questions lie at the core of systematic investigation and this is because recording accurate research outcomes is tied to asking the right questions. Asking the right questions when conducting research can help you collect relevant and insightful information that ultimately influences your work, positively. 

The right research questions are typically easy to understand, straight to the point, and engaging. In this article, we will share tips on how to create the right research questions and also show you how to create and administer an online questionnaire with Formplus . 

What is a Research Question? 

A research question is a specific inquiry which the research seeks to provide a response to. It resides at the core of systematic investigation and it helps you to clearly define a path for the research process. 

A research question is usually the first step in any research project. Basically, it is the primary interrogation point of your research and it sets the pace for your work.  

Typically, a research question focuses on the research, determines the methodology and hypothesis, and guides all stages of inquiry, analysis, and reporting. With the right research questions, you will be able to gather useful information for your investigation. 

Types of Research Questions 

Research questions are broadly categorized into 2; that is, qualitative research questions and quantitative research questions. Qualitative and quantitative research questions can be used independently and co-dependently in line with the overall focus and objectives of your research. 

If your research aims at collecting quantifiable data , you will need to make use of quantitative research questions. On the other hand, qualitative questions help you to gather qualitative data bothering on the perceptions and observations of your research subjects. 

Qualitative Research Questions  

A qualitative research question is a type of systematic inquiry that aims at collecting qualitative data from research subjects. The aim of qualitative research questions is to gather non-statistical information pertaining to the experiences, observations, and perceptions of the research subjects in line with the objectives of the investigation. 

Types of Qualitative Research Questions  

• Ethnographic Research Questions

As the name clearly suggests, ethnographic research questions are inquiries presented in ethnographic research. Ethnographic research is a qualitative research approach that involves observing variables in their natural environments or habitats in order to arrive at objective research outcomes. 

These research questions help the researcher to gather insights into the habits, dispositions, perceptions, and behaviors of research subjects as they interact in specific environments. 

Ethnographic research questions can be used in education, business, medicine, and other fields of study, and they are very useful in contexts aimed at collecting in-depth and specific information that are peculiar to research variables. For instance, asking educational ethnographic research questions can help you understand how pedagogy affects classroom relations and behaviors. 

This type of research question can be administered physically through one-on-one interviews, naturalism (live and work), and participant observation methods. Alternatively, the researcher can ask ethnographic research questions via online surveys and questionnaires created with Formplus.  

Examples of Ethnographic Research Questions

• Why do you use this product?
• Have you noticed any side effects since you started using this drug?
• Does this product meet your needs?

• Case Studies

A case study is a qualitative research approach that involves carrying out a detailed investigation into a research subject(s) or variable(s). In the course of a case study, the researcher gathers a range of data from multiple sources of information via different data collection methods, and over a period of time. 

The aim of a case study is to analyze specific issues within definite contexts and arrive at detailed research subject analyses by asking the right questions. This research method can be explanatory, descriptive , or exploratory depending on the focus of your systematic investigation or research. 

An explanatory case study is one that seeks to gather information on the causes of real-life occurrences. This type of case study uses “how” and “why” questions in order to gather valid information about the causative factors of an event. 

Descriptive case studies are typically used in business researches, and they aim at analyzing the impact of changing market dynamics on businesses. On the other hand, exploratory case studies aim at providing answers to “who” and “what” questions using data collection tools like interviews and questionnaires. 

Some questions you can include in your case studies are: 

• Why did you choose our services?
• How has this policy affected your business output?
• What benefits have you recorded since you started using our product?

An interview is a qualitative research method that involves asking respondents a series of questions in order to gather information about a research subject. Interview questions can be close-ended or open-ended , and they prompt participants to provide valid information that is useful to the research. 

An interview may also be structured, semi-structured , or unstructured , and this further influences the types of questions they include. Structured interviews are made up of more close-ended questions because they aim at gathering quantitative data while unstructured interviews consist, primarily, of open-ended questions that allow the researcher to collect qualitative information from respondents. 

You can conduct interview research by scheduling a physical meeting with respondents, through a telephone conversation, and via digital media and video conferencing platforms like Skype and Zoom. Alternatively, you can use Formplus surveys and questionnaires for your interview. 

Examples of interview questions include: 

• What challenges did you face while using our product?
• What specific needs did our product meet?
• What would you like us to improve our service delivery?

Quantitative Research Questions

Quantitative research questions are questions that are used to gather quantifiable data from research subjects. These types of research questions are usually more specific and direct because they aim at collecting information that can be measured; that is, statistical information. 

Types of Quantitative Research Questions

• Descriptive Research Questions

Descriptive research questions are inquiries that researchers use to gather quantifiable data about the attributes and characteristics of research subjects. These types of questions primarily seek responses that reveal existing patterns in the nature of the research subjects. 

It is important to note that descriptive research questions are not concerned with the causative factors of the discovered attributes and characteristics. Rather, they focus on the “what”; that is, describing the subject of the research without paying attention to the reasons for its occurrence. 

Descriptive research questions are typically closed-ended because they aim at gathering definite and specific responses from research participants. Also, they can be used in customer experience surveys and market research to collect information about target markets and consumer behaviors. 

Descriptive Research Question Examples

• How often do you make use of our fitness application?
• How much would you be willing to pay for this product?

• Comparative Research Questions

A comparative research question is a type of quantitative research question that is used to gather information about the differences between two or more research subjects across different variables. These types of questions help the researcher to identify distinct features that mark one research subject from the other while highlighting existing similarities. 

Asking comparative research questions in market research surveys can provide insights on how your product or service matches its competitors. In addition, it can help you to identify the strengths and weaknesses of your product for a better competitive advantage.  

The 5 steps involved in the framing of comparative research questions are: 

• Choose your starting phrase
• Identify and name the dependent variable
• Identify the groups you are interested in
• Identify the appropriate adjoining text
• Write out the comparative research question

Comparative Research Question Samples 

• What are the differences between a landline telephone and a smartphone?
• What are the differences between work-from-home and on-site operations?

• Relationship-based Research Questions  

Just like the name suggests, a relationship-based research question is one that inquires into the nature of the association between two research subjects within the same demographic. These types of research questions help you to gather information pertaining to the nature of the association between two research variables. 

Relationship-based research questions are also known as correlational research questions because they seek to clearly identify the link between 2 variables. 

Read: Correlational Research Designs: Types, Examples & Methods

Examples of relationship-based research questions include: 

• What is the relationship between purchasing power and the business site?
• What is the relationship between the work environment and workforce turnover?

Examples of a Good Research Question

Since research questions lie at the core of any systematic investigations, it is important to know how to frame a good research question. The right research questions will help you to gather the most objective responses that are useful to your systematic investigation. 

A good research question is one that requires impartial responses and can be answered via existing sources of information. Also, a good research question seeks answers that actively contribute to a body of knowledge; hence, it is a question that is yet to be answered in your specific research context.

• Open-Ended Questions

 An open-ended question is a type of research question that does not restrict respondents to a set of premeditated answer options. In other words, it is a question that allows the respondent to freely express his or her perceptions and feelings towards the research subject. 

Examples of Open-ended Questions

• How do you deal with stress in the workplace?
• What is a typical day at work like for you?
• Close-ended Questions

A close-ended question is a type of survey question that restricts respondents to a set of predetermined answers such as multiple-choice questions . Close-ended questions typically require yes or no answers and are commonly used in quantitative research to gather numerical data from research participants. 

Examples of Close-ended Questions

• Did you enjoy this event?
• How likely are you to recommend our services?
• Very Likely
• Somewhat Likely
• Likert Scale Questions

A Likert scale question is a type of close-ended question that is structured as a 3-point, 5-point, or 7-point psychometric scale . This type of question is used to measure the survey respondent’s disposition towards multiple variables and it can be unipolar or bipolar in nature. 

Example of Likert Scale Questions

• How satisfied are you with our service delivery?
• Very dissatisfied
• Not satisfied
• Very satisfied
• Rating Scale Questions

A rating scale question is a type of close-ended question that seeks to associate a specific qualitative measure (rating) with the different variables in research. It is commonly used in customer experience surveys, market research surveys, employee reviews, and product evaluations. 

Example of Rating Questions

• How would you rate our service delivery?

  Examples of a Bad Research Question

Knowing what bad research questions are would help you avoid them in the course of your systematic investigation. These types of questions are usually unfocused and often result in research biases that can negatively impact the outcomes of your systematic investigation. 

• Loaded Questions

A loaded question is a question that subtly presupposes one or more unverified assumptions about the research subject or participant. This type of question typically boxes the respondent in a corner because it suggests implicit and explicit biases that prevent objective responses. 

Example of Loaded Questions

• Have you stopped smoking?
• Where did you hide the money?
• Negative Questions

A negative question is a type of question that is structured with an implicit or explicit negator. Negative questions can be misleading because they upturn the typical yes/no response order by requiring a negative answer for affirmation and an affirmative answer for negation. 

Examples of Negative Questions

• Would you mind dropping by my office later today?
• Didn’t you visit last week?
• Leading Questions  

A l eading question is a type of survey question that nudges the respondent towards an already-determined answer. It is highly suggestive in nature and typically consists of biases and unverified assumptions that point toward its premeditated responses. 

Examples of Leading Questions

• If you enjoyed this service, would you be willing to try out our other packages?
• Our product met your needs, didn’t it?

Read More: Leading Questions: Definition, Types, and Examples

How to Use Formplus as Online Research Questionnaire Tool  

With Formplus, you can create and administer your online research questionnaire easily. In the form builder, you can add different form fields to your questionnaire and edit these fields to reflect specific research questions for your systematic investigation. 

Here is a step-by-step guide on how to create an online research questionnaire with Formplus: 

• Sign in to your Formplus accoun t, then click on the “create new form” button in your dashboard to access the Form builder.

• In the form builder, add preferred form fields to your online research questionnaire by dragging and dropping them into the form. Add a title to your form in the title block. You can edit form fields by clicking on the “pencil” icon on the right corner of each form field.

• Save the form to access the customization section of the builder. Here, you can tweak the appearance of your online research questionnaire by adding background images, changing the form font, and adding your organization’s logo.

• Finally, copy your form link and share it with respondents. You can also use any of the multiple sharing options available.

Conclusion  

The success of your research starts with framing the right questions to help you collect the most valid and objective responses. Be sure to avoid bad research questions like loaded and negative questions that can be misleading and adversely affect your research data and outcomes. 

Your research questions should clearly reflect the aims and objectives of your systematic investigation while laying emphasis on specific contexts. To help you seamlessly gather responses for your research questions, you can create an online research questionnaire on Formplus.  

Connect to Formplus, Get Started Now - It's Free!

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60+ Good Close Ended Questions Examples for Better Survey Design | 2024 Reveals

Quizzes and Games

Astrid Tran • 14 Mar 2024 • 10 min read

What are the difficulties you meet while designing the survey? You might want to check out the following close ended questions examples in this today’s article to help you have a better understanding of how to design a survey and questionnaires efficiently.

Table of Contents

• What are Close ended questions?
• Differences between Open-ended and Close-ended questions
• #1 – Dichotomous questions – Close ended Questions Examples

#2 – Multiple choice – Close ended questions examples

#3 – checkbox – close ended questions examples, #4 – likert scale – close ended questions examples, #5 – numerical rating scale – close ended questions examples, #6 – semantic differential questions – close ended questions examples, #7 – ranking questions – close ended questions examples.

• More Close Ended Questions Examples
• Key takeaways

Get to know your mates better!

Use quiz and games on AhaSlides to create fun and interactive survey, to gather public opinions at work, in class or during small gathering

What are Close Ended Questions?

One of the most popular types of questions in a questionnaire is closed-ended questions, where respondents can pick answers from a specific response or a limited set of options. This type is commonly used in both research and assessment contexts.

• How to Ask Questions – Best Beginner Guide in 2023!
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Differences between Open-ended and Close Ended Questions

Type of close ended questions examples.

A well-designed survey can include different types of closed-ended questions to address various aspects of the research topic. Plus, the questions should be designed to elicit specific and measurable responses from participants and be tailored to the research method.

Understanding the different types of questions is crucial for both amateurs and professionals alike. This knowledge can help researchers design the appropriate questions for their study and accurately analyze the data collected.

Here are the 7 common types of Close ended questions and their examples:

#1 – Dichotomous questions – Close ended Questions Example s

Dichotomous questions come with two possible answer options: Yes/No, True/False, or Fair/Unfair, which are useful for collecting binary data to ask about qualities, experiences, or respondents’ opinions.

• Did you attend the event? Yes/No
• Are you satisfied with the product? Yes/No
• Have you ever visited our website? Yes/No
• The capital of France is Paris. A. True B. False
• Do you think it is fair for CEOs to earn hundreds of times more than their employees? A. Fair B. Unfair

Related: Random Yes or No Wheel in 2023

Multiple choice is the most popularly used as one of the Close ended questions examples in a survey. It usually comes with multiple possible answer options.

• How often do you use our product? (options: daily, weekly, monthly, rarely, never)
• Which of the following high-end fashion brands do you prefer? (options: A. Dior, B. Fendi, C. Chanel , D. LVMH)
• Which of the following is the longest river in the world? a. Amazon River b. Nile River c. Mississippi River d. Yangtze River

Related: 10 Best Types of Multiple Choice Questions With Examples

The checkbox is a similar format to multiple choice but with a key difference. In a multiple-choice question, respondents are typically asked to select a single answer option from a list of choices, whereas, in a checkbox question, respondents are asked to select one or more answer options from a list, And it is often used to learn more about respondents’ preferences or interests, without a specific answer.

Which of the following social media platforms do you use? (check all that apply)

Which of the following food items have you tried in the past month? (Select all that apply)

The most popular format of the Rating scale is the Likert scale question. Researchers conducted a survey with Likert scale questions to rate their level of agreement or disagreement with a statement, measuring either positive or negative responses to a statement. The typical format of a Likert scale question is a five-point or seven-point scale.

• I am satisfied with the customer service I received. (options: strongly agree, agree, neutral, disagree, strongly disagree)
• I am likely to recommend our product to a friend. (options: strongly agree, agree, neutral, disagree, strongly disagree)

Another type of Rating scale is the Numerical Rating scale, where respondents are asked to rate a product or service using a numerical scale. The scale can be either a point scale or a visual analog scale.

• On a scale of 1 to 5, how satisfied are you with your recent shopping experience at our store?1 – Very dissatisfied 2 – Somewhat dissatisfied 3 – Neutral 4 – Somewhat satisfied 5 – Very satisfied
• Please rate our customer service on a scale of 1 to 10, with 1 being poor and 10 being excellent.

When the researcher attempts to ask respondents to rate something on a scale of opposing adjectives, it is the semantic differential question. These questions are useful for collecting data on brand personality, product attributes, or customer perceptions. Examples of semantic differential questions include:

• Our product is: (options: expensive – affordable, complex – simple, high quality – low quality)
• Our customer service is: (options: friendly – unfriendly, helpful – unhelpful, responsive – unresponsive)
• Our website is: (options: modern – outdated, easy to use – difficult to use, informative – uninformative)

Ranking questions are also commonly used in research, where respondents must rank a list of answer options in order of preference or importance.

This type of question is commonly used in market research, social research, and customer satisfaction surveys. Ranking questions are useful for obtaining information about the relative importance of different factors or attributes, such as product features, customer service, or price.

• Please rank the following features of our product in order of importance: Price, Quality, Durability, Ease of Use.
• Please rank the following factors in order of importance when choosing a restaurant: Food Quality, Service Quality, Ambience, and Price.

More Close ended questions examples

If you need a sample of closed-ended questionnaires, you can refer to the following examples of closed-ended questions in different categories. In addition to the examples previously mentioned, we offer more closed-ended survey questions examples in the context of marketing, social, workplace, and more.

Related: A Questionnaire Sample For Students | 45+ Questions With Tips

Close ended questions examples in Marketing research

Customer satisfaction

• How satisfied are you with your recent purchase? 1 – Very dissatisfied 2 – Somewhat dissatisfied 3 – Neutral 4 – Somewhat satisfied 5 – Very satisfied
• How likely are you to purchase from us again in the future? 1 – Not at all likely 2 – Somewhat unlikely 3 – Neutral 4 – Somewhat likely 5 – Extremely likely

Website Usability

• How easy was it to find the information you were looking for on our website? 1 – Very difficult 2 – Somewhat difficult 3 – Neutral 4 – Somewhat easy 5 – Very easy
• How satisfied are you with the overall design and layout of our website? 1 – Very dissatisfied 2 – Somewhat dissatisfied 3 – Neutral 4 – Somewhat satisfied 5 – Very satisfied

Purchase Behavior:

• How frequently do you buy our product? 1 – Never 2 – Rarely 3 – Occasionally 4 – Often 5 – Always
• How likely are you to recommend our product to a friend? 1 – Very unlikely 2 – Unlikely 3 – Neutral 4 – Likely 5 – Very likely

Brand Perception:

• How familiar are you with our brand? 1 – Not at all familiar 2 – Slightly familiar 3 – Moderately familiar 4 – Very familiar 5 – Extremely familiar
• On a scale of 1 to 5, how trustworthy do you perceive our brand to be? 1 – Not at all trustworthy 2 – Slightly trustworthy 3 – Moderately trustworthy 4 – Very trustworthy 5 – Extremely trustworthy

Advertising Effectiveness:

• Did our advertisement influence your decision to buy our product? 1 – Yes 2 – No
• On a scale of 1 to 5, how appealing did you find our advertisement? 1 – Not at all appealing 2 – Slightly appealing 3 – Moderately appealing 4 – Very appealing 5 – Extremely appealing

Close ended questions examples in leisure and entertainment

• Which type of vacation do you prefer? 1 – Beach 2 – City 3 – Adventure 4 – Relaxation
• How often do you travel for leisure? 1 – Once a year or less 2 – 2-3 times a year 3 – 4-5 times a year 4 – More than 5 times a year
• What is your favorite type of cuisine? 1 – Italian 2 – Mexican 3 – Chinese 4 – Indian 5 – Other
• How often do you eat out at restaurants? 1 – Once a week or less 2 – 2-3 times a week 3 – 4-5 times a week 4 – More than 5 times a week

Entertainment

• What is your favorite type of movie? 1 – Action 2 – Comedy 3 – Drama 4 – Romance 5 – Science fiction
• How often do you watch TV or streaming services? 1 – Less than an hour a day 2 – 1-2 hours a day 3 – 3-4 hours a day 4 – More than 4 hours a day

Venue Management

• How many guests do you expect to attend the event? 1 – Less than 50 2 – 50-100 3 – 100-200 4 – More than 200
• Would you like to rent audiovisual equipment for the event? 1 – Yes 2 – No

Event Feedback:

• How likely are you to attend a similar event in the future? 1 – Not at all likely 2 – Somewhat unlikely 3 – Neutral 4 – Somewhat likely 5 – Extremely likely
• On a scale of 1 to 5, how satisfied were you with the event’s organization? 1 – Very dissatisfied 2 – Somewhat dissatisfied 3 – Neutral 4 – Somewhat satisfied 5 – Very satisfied

Close ended questions examples in job related context

Employee Engagement

• On a scale of 1 to 5, how well does your manager communicate with you? 1 – Not at all well 2 – Somewhat poorly 3 – Neutral 4 – Somewhat well 5 – Extremely well
• How satisfied are you with the training and development opportunities provided by your employer? 1 – Very dissatisfied 2 – Somewhat dissatisfied 3 – Neutral 4 – Somewhat satisfied 5 – Very satisfied

Job Interview

• What is your current level of education? 1 – High school diploma or equivalent 2 – Associate’s degree 3 – Bachelor’s degree 4 – Master’s degree or higher
• Have you worked in a similar role before? 1 – Yes 2 – No
• Are you available to start immediately? 1 – Yes 2 – No

Employee Feedback

• Do you feel you receive sufficient feedback on your work performance? 1 – Yes 2 – No
• Do you feel you have opportunities for career growth within the company? 1 – Yes 2 – No

Performance Review:

• Have you met the goals that were set for you this quarter? 1 – Yes 2 – No
• Have you taken any steps to improve your performance since your last review? 1 – Yes 2 – No

Close ended questions examples in social research

• How often do you volunteer for community service activities? A. Never B. Rarely C. Sometimes D. Often E. Always
• How strongly do you agree or disagree with the following statement: “The government should increase funding for public education.” A. Strongly agree B. Agree C. Neutral D. Disagree E. Strongly disagree
• Have you experienced discrimination based on your race or ethnicity in the past year? A. Yes B. No
• How many hours per week do you typically spend on social media? A. 0-1 hour B. 1-5 hours C. 5-10 hours D. More than 10 hours
• Is it fair for companies to pay their workers low wages and provide minimal benefits? A. Fair B. Unfair
• Do you believe that the criminal justice system treats all individuals equally, regardless of race or socioeconomic status? A. Fair B. Unfair

Key Takeaways

When designing a survey and questionnaire, besides selecting the question type, remember that the question should be written in clear and concise language and arranged in a logical structure so that respondents can easily understand and follow, leading to better results for later analysis.

For efficiently conducting a close-ended survey, all you need is software like  AhaSlides which offers a vast amount of free inbuilt  survey templates  and real-time updates that help collect and analyze any survey quickly.

Live Q&A is a format that allows real-time interaction between a presenter or host and an audience. It’s essentially a question-and-answer session that takes place virtually, often during presentations, webinars, meetings, or online events. With this type of event, you better avoid using close-ended questions, as it limits the audience to express their opinions. A few icebreakers you could think about is asking trick questions to your audience, or checking out the list of ask me anything questions !

Check out: Top open-ended questions in 2024!

Frequently Asked Questions

What are 3 examples of closed-ended questions.

Examples of closed-ended questions are: – Which of the following is the capital of France? (Paris, London, Rome, Berlin) – Did the stock market close higher today? – Do you like him?

What are close ended words examples?

Some common words that are used to frame close-ended questions are Who/Whom, What, When, Where, Which/That, Is/Are, and How many/How much. Using these close-ended lead words helps structure unambiguous questions that can’t be interpreted differently and are answered concisely

Ref: Indeed

Astrid Tran

I've got my rhythm with words

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How To Write a Research Question

Academic writing and research require a distinct focus and direction. A well-designed research question gives purpose and clarity to your research. In addition, it helps your readers understand the issue you are trying to address and explore.

Every time you want to know more about a subject, you will pose a question. The same idea is used in research as well. You must pose a question in order to effectively address a research problem. That's why the research question is an integral part of the research process. Additionally, it offers the author writing and reading guidelines, be it qualitative research or quantitative research.

In your research paper , you must single out just one issue or problem. The specific issue or claim you wish to address should be included in your thesis statement in order to clarify your main argument.

A good research question must have the following characteristics.

• Should include only one problem in the research question
• Should be able to find the answer using primary data and secondary data sources
• Should be possible to resolve within the given time and other constraints
• Detailed and in-depth results should be achievable
• Should be relevant and realistic.
• It should relate to your chosen area of research

While a larger project, like a thesis, might have several research questions to address, each one should be directed at your main area of study. Of course, you can use different research designs and research methods (qualitative research or quantitative research) to address various research questions. However, they must all be pertinent to the study's objectives.

What is a Research Question?

A research question is an inquiry that the research attempts to answer. It is the heart of the systematic investigation. Research questions are the most important step in any research project. In essence, it initiates the research project and establishes the pace for the specific research A research question is:

• Clear : It provides enough detail that the audience understands its purpose without any additional explanation.
• Focused : It is so specific that it can be addressed within the time constraints of the writing task.
• Succinct: It is written in the shortest possible words.
• Complex : It is not possible to answer it with a "yes" or "no", but requires analysis and synthesis of ideas before somebody can create a solution.
• Argumental : Its potential answers are open for debate rather than accepted facts.

A good research question usually focuses on the research and determines the research design, methodology, and hypothesis. It guides all phases of inquiry, data collection, analysis, and reporting. You should gather valuable information by asking the right questions.

Why are Research Questions so important?

Regardless of whether it is a qualitative research or quantitative research project, research questions provide writers and their audience with a way to navigate the writing and research process. Writers can avoid "all-about" papers by asking straightforward and specific research questions that help them focus on their research and support a specific thesis.

Types of Research Questions

There are two types of research: Qualitative research and Quantitative research . There must be research questions for every type of research. Your research question will be based on the type of research you want to conduct and the type of data collection.

The first step in designing research involves identifying a gap and creating a focused research question.

Below is a list of common research questions that can be used in a dissertation. Keep in mind that these are merely illustrations of typical research questions used in dissertation projects. The real research questions themselves might be more difficult.

Example Research Questions

The following are a few examples of research questions and research problems to help you understand how research questions can be created for a particular research problem.

Steps to Write Research Questions

You can focus on the issue or research gaps you're attempting to solve by using the research questions as a direction.

If you're unsure how to go about writing a good research question, these are the steps to follow in the process:

• Select an interesting topic Always choose a topic that interests you. Because if your curiosity isn’t aroused by a subject, you’ll have a hard time conducting research around it. Alos, it’s better that you pick something that’s neither too narrow or too broad.
• Do preliminary research on the topic Search for relevant literature to gauge what problems have already been tackled by scholars. You can do that conveniently through repositories like Scispace , where you’ll find millions of papers in one place. Once you do find the papers you’re looking for, try our reading assistant, SciSpace Copilot to get simple explanations for the paper . You’ll be able to quickly understand the abstract, find the key takeaways, and the main arguments presented in the paper. This will give you a more contextual understanding of your subject and you’ll have an easier time identifying knowledge gaps in your discipline.

     Also: ChatPDF vs. SciSpace Copilot: Unveiling the best tool for your research

• Consider your audience It is essential to understand your audience to develop focused research questions for essays or dissertations. When narrowing down your topic, you can identify aspects that might interest your audience.
• Ask questions Asking questions will give you a deeper understanding of the topic. Evaluate your question through the What, Why, When, How, and other open-ended questions assessment.
• Assess your question Once you have created a research question, assess its effectiveness to determine if it is useful for the purpose. Refine and revise the dissertation research question multiple times.

Additionally, use this list of questions as a guide when formulating your research question.

Are you able to answer a specific research question? After identifying a gap in research, it would be helpful to formulate the research question. And this will allow the research to solve a part of the problem. Is your research question clear and centered on the main topic? It is important that your research question should be specific and related to your central goal. Are you tackling a difficult research question? It is not possible to answer the research question with a simple yes or no. The problem requires in-depth analysis. It is often started with "How" and "Why."

Start your research Once you have completed your dissertation research questions, it is time to review the literature on similar topics to discover different perspectives.

Strong  Research Question Samples

Uncertain: How should social networking sites work on the hatred that flows through their platform?

Certain: What should social media sites like Twitter or Facebook do to address the harm they are causing?

This unclear question does not specify the social networking sites that are being used or what harm they might be causing. In addition, this question assumes that the "harm" has been proven and/or accepted. This version is more specific and identifies the sites (Twitter, Facebook), the type and extent of harm (privacy concerns), and who might be suffering from that harm (users). Effective research questions should not be ambiguous or interpreted.

Unfocused: What are the effects of global warming on the environment?

Focused: What are the most important effects of glacial melting in Antarctica on penguins' lives?

This broad research question cannot be addressed in a book, let alone a college-level paper. Focused research targets a specific effect of global heating (glacial  melting), an area (Antarctica), or a specific animal (penguins). The writer must also decide which effect will have the greatest impact on the animals affected. If in doubt, narrow down your research question to the most specific possible.

Too Simple: What are the U.S. doctors doing to treat diabetes?

Appropriately complex: Which factors, if any, are most likely to predict a person's risk of developing diabetes?

This simple version can be found online. It is easy to answer with a few facts. The second, more complicated version of this question is divided into two parts. It is thought-provoking and requires extensive investigation as well as evaluation by the author. So, ensure that a quick Google search should not answer your research question.

How to write a strong Research Question?

The foundation of all research is the research question. You should therefore spend as much time as necessary to refine your research question based on various data.

You can conduct your research more efficiently and analyze your results better if you have great research questions for your dissertation, research paper , or essay .

The following criteria can help you evaluate the strength and importance of your research question and can be used to determine the strength of your research question:

• Researchable
• It should only cover one issue.
• A subjective judgment should not be included in the question.
• It can be answered with data analysis and research.
• Specific and Practical
• It should not contain a plan of action, policy, or solution.
• It should be clearly defined
• Within research limits
• Complex and Arguable
• It shouldn't be difficult to answer.
• To find the truth, you need in-depth knowledge
• Allows for discussion and deliberation
• Original and Relevant
• It should be in your area of study
• Its results should be measurable
• It should be original

Conclusion - How to write Research Questions?

Research questions provide a clear guideline for research. One research question may be part of a larger project, such as a dissertation. However, each question should only focus on one topic.

Research questions must be answerable, practical, specific, and applicable to your field. The research type that you use to base your research questions on will determine the research topic. You can start by selecting an interesting topic and doing preliminary research. Then, you can begin asking questions, evaluating your questions, and start your research.

Now it's easier than ever to streamline your research workflow with SciSpace ResearchGPT . Its integrated, comprehensive end-to-end platform for research allows scholars to easily discover, read, write and publish their research and fosters collaboration.

You might also like

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Types of Essays in Academic Writing - Quick Guide (2024)

Do you want to create free survey about:

THE IMPACT OF ONLINE GAMES OF THE ACADEMIC PERFORMANCE OF THE STUDENTS?

Or maybe something else?

or use this template:

THE IMPACT OF ONLINE GAMES OF THE ACADEMIC PERFORMANCE OF THE STUDENTS

Exploring the impact of online games on students' academic performance through a comprehensive survey.

Would you like to work on this survey?

Startquestion is a free survey platform which allows you to create, send and analyse survey results.

Unraveling the Influence of Online Games on Students' Academic Performance

In today's digital era, online games have become a prevalent form of entertainment for students. However, have you ever wondered about the implications of excessive gaming on academic performance? Our survey on 'THE IMPACT OF ONLINE GAMES OF THE ACADEMIC PERFORMANCE OF THE STUDENTS' delves into this intriguing subject to uncover the correlation between online gaming habits and students' educational outcomes. We explore a wide range of questions, from the number of hours spent playing games to the types of games preferred by students. Through this survey, we aim to gather valuable insights into how online gaming influences students' concentration, time management, and overall academic success. By understanding the relationship between online games and academic performance, educators and parents can implement strategies to support students in achieving a healthy balance between leisure activities and studies. Let's embark on this journey together and shed light on the impact of online games on the academic trajectory of students. The future of education may just depend on it.

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Questionnaire On “The impact of social media-used on the education of university student”

Introduction to Business Statistics.

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This study seeks to determine the preference, extent, and persistence of usage of social media to formulate an understanding of what classifies as social media usage that has tendency to affect academic performance of students in a public sector university. The sampling technique appointed to choose 53 students from different departments of a public sector university in Karachi was simple random. A Questionnaire titled: "Social Media and Academic Performance of Students Questionnaire (SMAAPOS)" by Osharive (2015) was adopted, which consisted of Likert type (5-point) questions, to obtain primary data from the sample. This questionnaire was used to collect primary data, while secondary data was acquired from related books, journal articles, surveys, and websites, among other sources. For data processing, Microsoft Office Excel and SPSS were used. The evaluation of responses was done through descriptive analysis of frequency and percentages. The findings of this research justified that a large proportion of participants utilizes various social media platforms for both educational and entertainment means. While addiction of social media seems to be overweight and distraction because of social media is students' concern. The researcher proclaims that social media usage should be utilized for educational purposes in order to help students improve educational activities and prevent failures in students' academic success, along with decreasing the social media addiction for lessening the distractions that students face. This is to establish equilibrium between trending association with social media and involvement in academic activities of youngsters, for the purpose of minimizing obstacles in academic achievements.

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English EFL

Yes / no questions, yes / no questions (closed questions).

In English, there are two basic types of questions:  Yes / No  questions ( Yes or No questions) and  Wh – questions.  Yes / No  questions are also called  closed questions  because there are only two possible responses:  Yes  or  No . When forming a  Yes / No  question, it must include one of these verbs: BE, DO, HAVE, or a modal verb. It is impossible to ask a  Yes / No  question without one of these verbs.

Use the verb BE to ask  Yes / No  questions about the identity or description of a person, place, or thing.

Note that the response can be short (Yes. / No.), or long: Yes or No followed by the subject and verb.

Use the verb BE with a preposition to ask  Yes / No  questions about a present or past location.

Use the verb BE to ask a  Yes / No  question about a current activity or situation. This requires the present progressive: BE + (verb+ing).

Use the verb BE to ask a  Yes / No  question about a past activity or situation. This requires the past progressive: WAS / WERE + (verb+ing).

Use the verb BE to ask a  Yes / No  question with the passive voice.

Use the verb HAVE to ask if somebody has done something or if some action has taken place. Note that these  Yes / No  questions use the present perfect (HAVE + past participle).

Use the verb DO to ask  Yes / No  questions in order to obtain facts about people, places, or things.

Use modal verbs to ask  Yes / No  questions about possibilities or uncertainties.

Remember: When asking  Yes  /  No  questions with DO or a modal verb, the main verb remains in the base form (without  to ).

However, if there are two verbs that follow DO, the second verb remains in the infinitive (with  to ).

Note that there are several ways to answer  Yes / No  questions, especially when using contractions.

Time to Practise

• Are you busy? Yes, ___. Answer Yes, I am. / Yes, we are.
• Do you live in New York? No, ___. Answer No, I don't. / No, we don't.
• Can Sylvia ride a bike? Yes, ___. Answer Yes, she can.
• Does your father read the newspaper every day? Yes, ___. Answer Yes, he does.
• Do you and your friends play soccer on Saturday? No, ___. Answer No, we don't.
• Is your sister a doctor? No, ___. Answer No, she isn't.
• Can Jack and Brian play the piano? Yes, ___. Answer Yes, they can.
• Is Paris big? Yes, ___. Answer Yes, it is.
• Are you thirsty? No, ___. Answer No, I'm not. / No, we aren't.
• Does Robert like pepperoni pizza? No, ___. Answer No, he doesn't.
• Are the students listening to music? No, ___. Answer No, they aren't.
• Is the supermarket next to the post office? No, ___. Answer No, it isn't.
• Is Leonardo di Caprio Vietnamese? No, ___. Answer No, he isn't.
• Is your mother sleeping? No, ___. Answer No, she isn't.
• Can you speak Portuguese? Yes, ___. Answer Yes, I can. / Yes, we can.

Course Curriculum

• Yes / No questions 20 mins
• Wh- questions 20 mins
• Questions and the verb DO 20 mins

The Development of Indonesian Online Game Addiction Questionnaire

• Department of Psychology

Research output : Contribution to journal › Article › peer-review

Online game is an increasingly popular source of entertainment for all ages, with relatively prevalent negative consequences. Addiction is a problem that has received much attention. This research aims to develop a measure of online game addiction for Indonesian children and adolescents. The Indonesian Online Game Addiction Questionnaire draws from earlier theories and research on the internet and game addiction. Its construction is further enriched by including findings from qualitative interviews and field observation to ensure appropriate expression of the items. The measure consists of 7 items with a 5-point Likert Scale. It is validated by testing 1,477 Indonesian junior and senior high school students from several schools in Manado, Medan, Pontianak, and Yogyakarta. The validation evidence is shown by item-total correlation and criterion validity. The Indonesian Online Game Addiction Questionnaire has good item-total correlation (ranging from 0.29 to 0.55) and acceptable reliability (α = 0.73). It is also moderately correlated with the participant's longest time record to play online games (r = 0.39; p<0.01), average days per week in playing online games (ρ = 0.43; p<0.01), average hours per days in playing online games (ρ = 0.41; p<0.01), and monthly expenditure for online games (ρ = 0.30; p<0.01). Furthermore, we created a clinical cut-off estimate by combining criteria and population norm. The clinical cut-off estimate showed that the score of 14 to 21 may indicate mild online game addiction, and the score of 22 and above may indicate online game addiction. Overall, the result shows that Indonesian Online Game Addiction Questionnaire has sufficient psychometric property for research use, as well as limited clinical application.

Access to Document

• 10.1371/journal.pone.0061098

Other files and links

• Link to publication in Scopus

Fingerprint

• questionnaires Agriculture & Biology 100%
• high school students Agriculture & Biology 57%
• high schools Agriculture & Biology 52%
• Health Expenditures Medicine & Life Sciences 37%
• interviews Agriculture & Biology 35%
• Internet Medicine & Life Sciences 35%
• Psychometrics Medicine & Life Sciences 34%
• Observation Medicine & Life Sciences 26%

T1 - The Development of Indonesian Online Game Addiction Questionnaire

AU - Jap, Tjibeng

AU - Tiatri, Sri

AU - Jaya, Edo Sebastian

AU - Suteja, Mekar Sari

PY - 2013/4/3

Y1 - 2013/4/3

N2 - Online game is an increasingly popular source of entertainment for all ages, with relatively prevalent negative consequences. Addiction is a problem that has received much attention. This research aims to develop a measure of online game addiction for Indonesian children and adolescents. The Indonesian Online Game Addiction Questionnaire draws from earlier theories and research on the internet and game addiction. Its construction is further enriched by including findings from qualitative interviews and field observation to ensure appropriate expression of the items. The measure consists of 7 items with a 5-point Likert Scale. It is validated by testing 1,477 Indonesian junior and senior high school students from several schools in Manado, Medan, Pontianak, and Yogyakarta. The validation evidence is shown by item-total correlation and criterion validity. The Indonesian Online Game Addiction Questionnaire has good item-total correlation (ranging from 0.29 to 0.55) and acceptable reliability (α = 0.73). It is also moderately correlated with the participant's longest time record to play online games (r = 0.39; p<0.01), average days per week in playing online games (ρ = 0.43; p<0.01), average hours per days in playing online games (ρ = 0.41; p<0.01), and monthly expenditure for online games (ρ = 0.30; p<0.01). Furthermore, we created a clinical cut-off estimate by combining criteria and population norm. The clinical cut-off estimate showed that the score of 14 to 21 may indicate mild online game addiction, and the score of 22 and above may indicate online game addiction. Overall, the result shows that Indonesian Online Game Addiction Questionnaire has sufficient psychometric property for research use, as well as limited clinical application.

AB - Online game is an increasingly popular source of entertainment for all ages, with relatively prevalent negative consequences. Addiction is a problem that has received much attention. This research aims to develop a measure of online game addiction for Indonesian children and adolescents. The Indonesian Online Game Addiction Questionnaire draws from earlier theories and research on the internet and game addiction. Its construction is further enriched by including findings from qualitative interviews and field observation to ensure appropriate expression of the items. The measure consists of 7 items with a 5-point Likert Scale. It is validated by testing 1,477 Indonesian junior and senior high school students from several schools in Manado, Medan, Pontianak, and Yogyakarta. The validation evidence is shown by item-total correlation and criterion validity. The Indonesian Online Game Addiction Questionnaire has good item-total correlation (ranging from 0.29 to 0.55) and acceptable reliability (α = 0.73). It is also moderately correlated with the participant's longest time record to play online games (r = 0.39; p<0.01), average days per week in playing online games (ρ = 0.43; p<0.01), average hours per days in playing online games (ρ = 0.41; p<0.01), and monthly expenditure for online games (ρ = 0.30; p<0.01). Furthermore, we created a clinical cut-off estimate by combining criteria and population norm. The clinical cut-off estimate showed that the score of 14 to 21 may indicate mild online game addiction, and the score of 22 and above may indicate online game addiction. Overall, the result shows that Indonesian Online Game Addiction Questionnaire has sufficient psychometric property for research use, as well as limited clinical application.

UR - http://www.scopus.com/inward/record.url?scp=84875717141&partnerID=8YFLogxK

U2 - 10.1371/journal.pone.0061098

DO - 10.1371/journal.pone.0061098

M3 - Article

C2 - 23560113

AN - SCOPUS:84875717141

SN - 1932-6203

JO - PloS one

JF - PloS one

M1 - e61098

131 Yes or No Questions For Couples To Bond With Each Other

Yes or no questions for couples are a great conversation starter for all occasions. No matter where you are or what you’re doing, they’re accessible and take very little time to go through.

There’s only one golden rule that you have to remember, and that is “no cheating”! The game is called “yes or no” for a reason: no matter the questions, you should only use those 2 words to answer.

Stick to the theme and avoid answering with “oh, it depends”, “I don’t know” or the like.

A lot of the time, the first answer that pops into your head is what you actually want to say in that scenario; it’s the truth. If you stop to think about your answer, you’re trying to justify it or to contradict yourself.

What’s more, what better time to be honest than when you’re having a conversation with your significant other?

You can also choose to throw each other a few curveballs and see how the other one responds (they could be funny or deep couple questions).

If you’re curious why the answer is “yes” or “no”, just note down that question and talk about it more later. It’s always a good idea to spend quality time together and have meaningful discussions with your loved one.

So without further ado, let’s get into the toplist!

Hobbies Yes or No Questions

We tend to live pretty full lives nowadays. Chances are you don’t know all of your significant other’s passions! Time to learn some more about them.

• Do you play an instrument?
• Are you into arts & crafts?
• Do you enjoy clubbing?
• Do you identify as a geek or a nerd?
• Are you part of any fandoms?
• Do you like video games?
• Do you play any sports?
• Are you an athletic person?
• Do you play chess or similar games?
• Do you like cooking?
• Have you ever turned a skill into a hobby?
• Do you like singing?
• Do you enjoy making people laugh?
• Have you ever stopped doing something you like?
• Have you ever picked up a new hobby for a friend?

Childhood/Family Yes or No Questions

We’re all who we are today in big part because of our childhood. Do you know all there is to know about your partner’s family, cultural background or upbringing?

If not, then start knowing more with the questions below.

• Are you an only child?
• Have you ever lied to get away with something you did as a child?
• Do you think you’ve had a happy childhood?
• Were you ever so angry with your parents that you wanted to run away?
• Did you play with dolls as a child?
• Would you have picked toys or video games as a child?
• Did your parents always buy you what you wanted?
• What were you most passionate about as a child?
• Did you ever dress up as a child and put on a show for your parents?
• Did your parents use to take you to school?
• Did you have many friends as a child?
• Did you like going to school? 
• Was homework annoying for you during school?
• Were you a good student at school?
• Do you think you had good grades at school?
• Did you play any sports at school?
• Did you ever cuss at your parents?
• Do you think your parents taught you good values?
• Did you ever break something in your household out of spite?
• Did you ever skip school?
• Were you ever influenced by your friends to do something you normally wouldn’t?
• Were you a teacher’s favorite in school?
• Have you ever fallen asleep in class?
• Did you find school boring?
• Did you have a girlfriend/boyfriend in middle school?
• Did your parents use to ground you as a punishment?
• Did you have a curfew as a child or teen?
• Are your parents forgiving?
• Does your family expect certain things from you?
• Were you compared with other kids when you were a child?
• Did you try to be a “cool kid” in school?

Friendships Yes or No Questions

Even though you’re in a relationship, you both have other important people in your lives too. Showing interest in your S.O.’s friends is a great way of letting them know you care about them as a person.

Who knows, maybe you could become close with the other’s friends too! Here are some yes or no questions for couples to use.

• Did your friends have a nickname for you? Do you have a nickname now?
• Have you known your best friend for 5+ years?
• Do you think you have many friends?
• Could you count on your friends in an emergency?
• Have you ever lent money to your friends?
• Do any of your friends owe you money?
• Do you form friendships based on shared interests?
• Do you have multiple “best friends”?
• Do you like my friends?
• Do you think I like your friends?
• Are you willing to stand up for your friends?
• Have you ever had a heated argument with a friend?
• Did you ever get into a fight with a friend?
• Are friendships important to you?
• Would you pick a friend over a family member?
• Have you ever lied to a friend?
• Have you ever betrayed a friend?
• Have your friends ever hurt your feelings?
• Were you ever “friends with benefits” with anyone?
• Do you feel estranged from any of your current friends?

Relationship Yes or No Questions

What article would this be without a section dedicated to love? Curious about your partner’s former relationships? Want to know more about what they think about life as a couple? It’s time for meaningful conversations !

• Have you had many past relationships?
• Have you ever been cheated on?
• Were you happy in previous relationships?
• Do you want to get married?
• Do you want children?
• Do you think partners should give each other gifts?
• Is dining out together quality time?
• Would you change anything in our relationship?
• Do you think I can tell if you’re sad?
• Do you think your past relationships moved too fast?
• Should cheating be forgiven?
• Were you ever friend zoned?
• Have you had relationships that lasted more than 3 years?
• Do you think it’s ok to date a friend’s ex?
• Do you think people in a relationship should spend a lot of time with each other?
• Have you ever been really mad at me?
• Do you want us to live together eventually?
• Is it ok to cry in front of your partner?
• Are white lies acceptable in a relationship?
• Have you ever confessed to a crush?
• Were you ever dumped via text or not in person?
• Would you change cities to be with the one you love?
• Are compromises a core relationship aspect?
• Can you be in love with multiple people?

Casual and Deep Yes or No Questions

Sometimes you just want to be random, and that’s fine! Here are some yes or no questions for couples for when you want to mess around and have innocent fun.

Likewise, we also have some suggestions for broader topics that you can expand on down the line.

• Have you ever stolen a roommate or co-worker’s food?
• Are you a good driver?
• Have you ever given a statement to the police?
• Do you aim to be a “funny guy/girl”? 
• Do you like to travel?
• Have you been to many foreign countries?
• Do you believe in vengeance?
• Do you like to read?
• Do you enjoy re-watching good movies or series?
• Are you a trusting person?
• Are you more of a pessimist or an optimist?
• Do you like your job?
• Would you rather be doing something else with your life right now?
• Do first impressions matter?
• Are you willing to change your opinion if proven wrong?
• Can you admit your mistakes?
• Is money really important to you?
• Do you try to have as much free time as possible?
• Do you believe in a higher power?
• Have you ever lied about yourself?
• Are you good with secrets?
• Do you tend to meddle in people’s private business?
• Have you ever stepped on your principles?
• Is it important to be true to yourself?
• Have you ever laughed so hard you got dizzy?
• Do you believe in magic?
• Do you ever try on clothes you know you won’t buy?
• Do you enjoy spending time alone?
• Have you ever been majorly disappointed by a friend or loved one?
• Is breakfast for dinner acceptable?
• Should you put on your pants before your socks?
• Is the thermostat setting a reason for arguing?
• Are caterpillars better than butterflies?
• Do you enjoy eating?
• Would you bring a wallet found on the street to the police?
• Do you have any regrets?
• Does money bring happiness?
• Would you cheat on a test?
• Is there a meaning to life?
• Have you learned from your mistakes?
• Do sweets taste better after 10pm?

2 More Suggestions!

These 131 yes or no questions for couples are an amazing tool for laying the foundation of great conversations.

However, you can do even more! If you’re committed to filling your relationship with happiness and growth, here are 130 romantic quotes to say to your partner.

And for the true love birds out there, we’ve made Better Topics, the world’s first replayable card game for couples.

Download the free app today (iOS and Android; icon on the top right of your screen), or go the “old school” route with our physical Complete Collection.

In short, our game will help you discuss meaningful subjects with your partner, while keeping a lighthearted and fun atmosphere. Start playing today!

Diana Indries

Helping millions of couples in 176 countries experience more love, joy, and connection!

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