Table 2 Content analysis of the data gathered through the interview

1. The general features of the CDA test

1.1. The test's appearance and its face validity:

• This exam made me feel like the main point is to learn the material, not to achieve a good mark. That was fantastic!

• It was a novel and intriguing technique. A good attitude toward the exam is created through variety and novelty.

• Depending on the individual’s needs, hints were offered from indirect to more direct instructions. So, the difference between someone who simply needed a quick flip and someone who required a more thorough explanation was considered.

1.2. The test as a time-consuming one:

• Although the test was time-consuming, the quality of the work produced was superior to that of a typical test. So, it seemed ok.

• The exam time would be extended only for those who wanted further help, which was fantastic.

1.3. The absence of a teacher in the computerized tests:

• The computerized test allowed me to get hints at my own pace.

• Because the exam was computerized, human emotions were eliminated, the scores were not biased, and the error rate was minimized.

• Computerization reduced the stress of being monitored by a teacher or an invigilator who might object to me.

1.4. The test's practicality:

• It reduced the cost and time required to commute to school.

• There were no limitations on how many times you could take the test or how many times you might participate in it.

1.5. The fairness of the test results:

• In the classic exams, no point was lost for receiving hints, which was why the distinction between someone who needed help and someone who performed well independently was not included in the test results.

• Because each question had five options plus a guess-checker, the degree of chance effect in the outcomes was substantially lower than in a traditional multiple-choice exam.

• The error rate in announcing the results was meager because the human had no role in correcting it.

2. Learners’ personal experiences during the CDA test

2.1. Stress levels during the test:

• Because of the shift in our mindset toward the exam as a means of learning rather than an evaluation, the stress level was pretty low because of the comfort we acquired from the tips.

• The fact that you do not answer any question suspiciously and do not pass it until you are sure it is answered correctly frees your mind and reduces stress.

2.2. Willingness to retake the test:

• Knowing that the exam had an instructional aspect increased my desire to retake the test.

• Knowing that we'd get our score right after the exam was over made us even more motivated to retake it.

• The idea that I would not be penalized when I answered a question incorrectly and the hints would even assist me made me more eager to retake the exam.

2.3. Degree of involvement and engagement during the test:

• This nature of the examination made me feel like I was playing a game; I was utterly immersed in the exam.

• We were not distracted by the surroundings and were engaged in the test since we immediately received our performance results and realized our mistakes.

3. The effectiveness of the CDA test

3.1. The amount of learning that occurs as a result of taking the test:

• I learned the techniques and strategies needed to answer inferential questions with the help of hints.

• While we were having fun with the hints, I believe some implicit learning occurred.

• Hints eliminated the need to resort to additional resources to root out our problems, and we instantly identified the cause of our mistake.

3.2. The test’s side-effects or long-term effects:

• It internalizes this concept as the key is to learn the topic instead of getting a good grade in the long run.

• In the long run, it teaches the students that there is a solution to every problem and that they must first master the required techniques to solve any problem.

• Students become accustomed to not answering questions by chance after using guess checkers for a long time.

4. The brand-new feature of the CDA test

4.1. The guess-checker option:

• It was achieved successfully if the purpose was to ensure that the students had truly learned the information and taught the material via hints.

• A guess-checker in the test indicated that the main goal was to think and understand the content, and the score was of secondary importance.

5. The possible applications of the CDA test

5.1. The test's possible applications:

• We spent a long time learning something, and then with only a 1- or 2-h dynamic test, we could evaluate, review, recall, and establish a large amount of that content.

• These types of tests, in my opinion, were ideal for instructional software, quizzes, midterm examinations, and any other form of exam which aimed to train and prepare students.

6. Negative perceptions of the CDA test

6.1. Negative comments:

• It would be preferable to be able to skip some questions and rearrange the order in which they are answered.

• Because the computer could not interact emotionally with the participants, the sense of support provided by the teacher’s presence was lost.

• The fact that participants were not being monitored during the test raised the likelihood of cheating.