This chapter is focused on the students' perceptions and preferences for types of homework questions. We begin this chapter with a brief discussion about how to think about students and how that affects how we approach the design of educational materials, including homework. Next, we explain the dimensions of design and how they affect the perceived value of homework. The homework value equation is used to illustrate how the three dimensions of design can affect the value of homework and also can affect student motivation toward doing the homework. We then present three methods of obtaining information about students' perceptions and preferences for Traditional and Guided Cognition homework questions. The first method is to ask for ratings on a well-defined scale. The second is to provide options and to see what students choose to do. And the third way is to ask them to create and answer homework questions to determine whether experience with Guided Cognition homework influences their thinking. We show results from each of these ways.
