Didactical suitability of e-generated drill tests for physics

Contemporary education of physics in primary and secondary schools are very well organized but still not perfect. Learning materials, multimedia learning objects, knowledge testing and grading is driven to the details in Slovenia but the drill seems to be forgotten. Knowledge retention positively correspond with the amount and duration of the drills. Drill should not increase costs of education for students. In Slovenia a project E-va (electronic drill book) produced publically available e-drills for primary and secondary schools [1]. Article present the test of efficiency of e-drills on the population of 1st year students of undergraduate study program of elementary education. Those students are interdisciplinary in nature and knows physics from secondary schools. Two random groups were formed to be tested with the paper drill questions and e-drill questions. We do not expect the difference between groups since both groups are going to have three drills of each type. Differences are going to be influenced only by the type of drill (e-drill or paper drill). Results highlight the motivation factors of ICT and enables us to identify benefits and drawbacks of e-drills. The results will be the part of the requirement specification of the new development of e-drills.