British Journal of Educational Technology, Volume 49

Volume 49, Number 1, January 2018

Editorial

• 
  Sara Hennessy, Carina Girvan, Manolis Mavrikis, Sara Price, Niall Winters:
  Editorial. 3-5

Original Articles

• 
  Christothea Herodotou:
  Mobile games and science learning: A comparative study of 4 and 5 years old playing the game Angry Birds. 6-16
• 
  John J. H. Lin, Sunny S. J. Lin:
  Integrating eye trackers with handwriting tablets to discover difficulties of solving geometry problems. 17-29
• 
  Spyros Vosinakis, George Anastassakis, Panayiotis Koutsabasis:
  Teaching and learning logic programming in virtual worlds using interactive microworld representations. 30-44
• 
  Susan Edwards, Andrea Nolan, Michael Henderson, Ana Mantilla, Lydia Plowman, Helen Skouteris:
  Young children's everyday concepts of the internet: A platform for cyber-safety education in the early years. 45-55
• 
  Hsueh-Hua Chuang, Chih-Yuan Weng, Ching-Huei Chen:
  Which students benefit most from a flipped classroom approach to language learning? 56-68
• 
  Menghua Chen, Wen-Ta Tseng, Tsung-Yuan Hsiao:
  The effectiveness of digital game-based vocabulary learning: A framework-based view of meta-analysis. 69-77
• 
  Doris U. Bolliger, Craig Erschel Shepherd:
  Instructor and adult learner perceptions of the use of Internet-enabled devices in residential outdoor education programs. 78-87
• 
  Rebecca Yvonne Bayeck, Adelina Hristova, Kathryn W. Jablokow, Fernanda Bonafini:
  Exploring the relevance of single-gender group formation: What we learn from a massive open online course (MOOC). 88-100
• 
  Bart Huisman, Wilfried Admiraal, Olga Pilli, Maarten van de Ven, Nadira Saab:
  Peer assessment in MOOCs: The relationship between peer reviewers' ability and authors' essay performance. 101-110
• 
  Mahmoud Samaie, Ali Mansouri Nejad, Mahmoud Qaracholloo:
  An inquiry into the efficiency of WhatsApp for self- and peer-assessments of oral language proficiency. 111-126
• 
  Stefan Hrastinski, Martha Cleveland-Innes, Stefan Stenbom:
  Tutoring online tutors: Using digital badges to encourage the development of online tutoring skills. 127-136
• 
  Ozlem Baydas, Rabia Meryem Yilmaz:
  Pre-service teachers' intention to adopt mobile learning: A motivational model. 137-152
• 
  Terry Byers, Elizabeth Hartnell-Young, Wesley Imms:
  Empirical evaluation of different classroom spaces on students' perceptions of the use and effectiveness of 1-to-1 technology. 153-164
• 
  Elizabeth FitzGerald, Natalia Kucirkova, Ann C. Jones, Simon Cross, Rebecca Ferguson, Christothea Herodotou, Garron Hillaire, Eileen Scanlon:
  Dimensions of personalisation in technology-enhanced learning: A framework and implications for design. 165-181
• 
  Riyukta Raghunath, Connie Anker, Anne Nortcliffe:
  Are academics ready for smart learning? 182-197

Volume 49, Number 2, March 2018

Collaborative Learning Enhanced by Mobile Technologies
Editorial

• 
  Jimmy Jaldemark, Stefan Hrastinski, Anders D. Olofsson, Lena-Maria Öberg:
  Editorial introduction: Collaborative learning enhanced by mobile technologies. 201-206

Review

• 
  Agnes Kukulska-Hulme, Olga Viberg:
  Mobile collaborative language learning: State of the art. 207-218

Original Articles

• 
  Teresa Cerratto-Pargman, Jalal Nouri, Marcelo Milrad:
  Taking an instrumental genesis lens: New insights into collaborative mobile learning. 219-234
• 
  Thomas Ryberg, Jacob Davidsen, Vivien Hodgson:
  Understanding nomadic collaborative learning groups. 235-247
• 
  Zhong Sun, Chin-Hsi Lin, Minhua Wu, Jianshe Zhou, Liming Luo:
  A tale of two communication tools: Discussion-forum and mobile instant-messaging apps in collaborative learning. 248-261
• 
  Kalpani Manathunga, Davinia Hernández-Leo:
  Authoring and enactment of mobile pyramid-based collaborative learning activities. 262-275
• 
  Xiangming Li, Shuqiang Song:
  Mobile technology affordance and its social implications: A case of "Rain Classroom". 276-291
• 
  Päivi Rasi, Hanna Vuojärvi:
  Toward personal and emotional connectivity in mobile higher education through asynchronous formative audio feedback. 292-304
• 
  Gi-Zen Liu, Jing-Yao Chen, Gwo-Jen Hwang:
  Mobile-based collaborative learning in the fitness center: A case study on the development of English listening comprehension with a context-aware application. 305-320
• 
  Gavin Northey, Rahul Govind, Tania Bucic, Mathew B. Chylinski, Rebecca Dolan, Patrick van Esch:
  The effect of "here and now" learning on student engagement and academic achievement. 321-333

Volume 49, Number 3, May 2018

Original Articles

• 
  Carolina Rodriguez, Roland Hudson, Chantelle Niblock:
  Collaborative learning in architectural education: Benefits of combining conventional studio, virtual design studio and live projects. 337-353
• 
  Daniel Rees Lewis, Matthew W. Easterday, Emily Harburg, Elizabeth M. Gerber, Christopher Riesbeck:
  Overcoming barriers between volunteer professionals advising project-based learning teams with regulation tools. 354-369
• 
  Reza Ghanbarzadeh, Amir Hossein Ghapanchi:
  Investigating various application areas of three-dimensional virtual worlds for higher education. 370-384
• 
  Nynke de Jong, Daniëlle M. L. Verstegen, Karen D. Könings:
  The role of the e-tutor in synchronous online problem-based learning: A study in a Master Public Health Programme. 385-397
• 
  Aliye Karabulut-Ilgu, Nadia Jaramillo Cherrez, Charles T. Jahren:
  A systematic review of research on the flipped learning method in engineering education. 398-411
• 
  M. Amaad Uppal, Samnan Ali, Stephen R. Gulliver:
  Factors determining e-learning service quality. 412-426
• 
  W. Monty Jones, Samantha Hope, Brianne Adams:
  Teachers' perceptions of digital badges as recognition of professional development. 427-438
• 
  James Robson:
  Performance, structure and ideal identity: Reconceptualising teachers' engagement in online social spaces. 439-450
• 
  Qiyun Wang, Changqin Huang:
  Pedagogical, social and technical designs of a blended synchronous learning environment. 451-462
• 
  Anna Vergés Bausili:
  From piloting e-submission to electronic management of assessment (EMA): Mapping grading journeys. 463-478
• 
  Mohamed Ali Nagy Elmaadaway:
  The effects of a flipped classroom approach on class engagement and skill performance in a Blackboard course. 479-491
• 
  Kwok-Wing Lai, Lee Smith:
  Socio-demographic factors relating to perception and use of mobile technologies in tertiary teaching. 492-504
• 
  Daner Sun, Chee-Kit Looi:
  Boundary interaction: Towards developing a mobile technology-enabled science curriculum to integrate learning in the informal spaces. 505-515
• 
  Xiaoming Zhai, Meilan Zhang, Min Li:
  One-to-one mobile technology in high school physics classrooms: Understanding its use and outcome. 516-532
• 
  Daniela Villani, Laura Morganti, Claudia Carissoli, Elena Gatti, Andrea Bonanomi, Stefano Cacciamani, Emanuela Confalonieri, Giuseppe Riva:
  Students' acceptance of tablet PCs in Italian high schools: Profiles and differences. 533-544
• 
  Natalia Kucirkova, Karen Littleton, Antonios Kyparissiadis:
  The influence of children's gender and age on children's use of digital media at home. 545-559
• 
  Sedigheh Moghavvemi, Hashem Salarzadeh Jenatabadi:
  Incremental impact of time on students' use of E-learning via Facebook. 560-573
• 
  Deborah Adkins, Meg Guerreiro:
  Learning styles: Considerations for technology enhanced item design. 574-583

Volume 49, Number 4, July 2018

Serious Games, Education and Inclusion for Disabled People
Editorial

• 
  Marion A. Hersh, Barbara Leporini:
  Editorial: Serious games, education and inclusion for disabled people. 587-595

Reviews

• 
  Joni Lämsä, Raija Hämäläinen, Mikko Aro, Raine Koskimaa, Sanna-Mari Äyrämö:
  Games for enhancing basic reading and maths skills: A systematic review of educational game design in supporting learning by people with learning disabilities. 596-607

Original Articles

• 
  George Giannakopoulos, Nicolas-Alexander Tatlas, Vassilios Giannakopoulos, Andreas Floros, Philippos Katsoulis:
  Accessible electronic games for blind children and young people. 608-619
• 
  Marcella Mandanici, Federico Altieri, Antonio Rodà, Sergio Canazza:
  Inclusive sound and music serious games in a large-scale responsive environment. 620-635

Original Manuscript

• 
  Antonio Rodríguez-Benítez, Imma Boada, Santiago Thió-Henestrosa, Mateu Sbert:
  CPRforblind: A video game to introduce cardiopulmonary resuscitation protocol to blind people. 636-645

Original Articles

• 
  Sari Merilampi, Antti Koivisto, Andrew Sirkka:
  Designing serious games for special user groups - design for somebody approach. 646-658
• 
  Ana R. Cano, Baltasar Fernández-Manjón, Álvaro J. García-Tejedor:
  Using game learning analytics for validating the design of a learning game for adults with intellectual disabilities. 659-672

Original Manuscript

• 
  Andy Nguyen, Lesley A. Gardner, Don Sheridan:
  A framework for applying learning analytics in serious games for people with intellectual disabilities. 673-689

Original Manuscripts

• 
  Melody M. Terras, Elizabeth A. Boyle, Judith Ramsay, Dominic Jarrett:
  The opportunities and challenges of serious games for people with an intellectual disability. 690-700
• 
  Maria Korozi, Asterios Leonidis, Stavroula Ntoa, Dimitrios Arampatzis, Ilia Adami, Margherita Antona, Constantine Stephanidis:
  Designing an augmented tabletop game for children with cognitive disabilities: The "Home game" case. 701-716

Original Articles

• 
  Laura Colautti, Davide Baldassini, Vera Colombo, Stefano Mottura, Marco Sacco, Matteo Sozzi, Massimo Corbo, Maria Luisa Rusconi, Alessandro Antonietti:
  CREC: the role of serious games in improving flexibility in thinking in neuropsychological rehabilitation. 717-727
• 
  Fengfeng Ke, Jewoong Moon:
  Virtual collaborative gaming as social skills training for high-functioning autistic children. 728-741

Original Manuscripts

• 
  Xianhui Wang, Wanli Xing, James M. Laffey:
  Autistic youth in 3D game-based collaborative virtual learning: Associating avatar interaction patterns with embodied social presence. 742-760
• 
  Mario Ganzeboom, Marjoke Bakker, Lilian Beijer, Toni Rietveld, Helmer Strik:
  Speech training for neurological patients using a serious game. 761-774
• 
  Thorkild Hanghøj, Andreas Lieberoth, Morten Misfeldt:
  Can cooperative video games encourage social and motivational inclusion of at-risk students? 775-799

Volume 49, Number 5, September 2018

Digital Devices, Internet-enabled Toys and Digital Games: The Changing Nature of Young Children's Learning Ecologies, Experiences and Pedagogies

• 
  Lorna Arnott, Ioanna Palaiologou, Colette Gray:
  Digital devices, internet-enabled toys and digital games: The changing nature of young children's learning ecologies, experiences and pedagogies. 803-806
• 
  Rita Brito, Patrícia Dias, Gabriela Oliveira:
  Young children, digital media and smart toys: How perceptions shape adoption and domestication. 807-820
• 
  Brittany Huber, Kate Highfield, Jordy Kaufman:
  Detailing the digital experience: Parent reports of children's media use in the home learning environment. 821-833
• 
  Julia Gillen, Natalia Kucirkova:
  Percolating spaces: Creative ways of using digital technologies to connect young children's school and home lives. 834-846
• 
  Nicola Yelland:
  A pedagogy of multiliteracies: Young children and multimodal learning with tablets. 847-858
• 
  Jill Dunn, Tony Sweeney:
  Writing and iPads in the early years: Perspectives from within the classroom. 859-869
• 
  Jackie Marsh, Lydia Plowman, Dylan Yamada-Rice, Julia Bishop, Jamal Lahmar, Fiona Scott:
  Play and creativity in young children's use of apps. 870-882
• 
  Maria Hatzigianni, Ioannis Kalaitzidis:
  Early childhood educators' attitudes and beliefs around the use of touchscreen technologies by children under three years of age. 883-895
• 
  Kelly Johnston, Kate Highfield, Fay Hadley:
  Supporting young children as digital citizens: The importance of shared understandings of technology to support integration in play-based learning. 896-910
• 
  Helen Crompton, Kristen H. Gregory, Diane Burke:
  Humanoid robots supporting children's learning in an early childhood setting. 911-927
• 
  Maria Hatzigianni, Athanasios Gregoriadis, Ioanna Karagiorgou, Sofia Chatzigeorgiadou:
  Using tablets in free play: The implementation of the digital play framework in Greece. 928-942
• 
  Marilyn Fleer:
  Digital animation: New conditions for children's development in play-based setting. 943-958
• 
  Susan Danby, Ann-Carita Evaldsson, Helen Melander, Pål Aarsand:
  Situated collaboration and problem solving in young children's digital gameplay. 959-972

Volume 49, Number 6, November 2018

Teachers as Designers of TEL Interventions
Editorial

• 
  Donatella Persico, Francesca Pozzi, Peter Goodyear:
  Teachers as designers of TEL interventions. 975-980

Original Article

• 
  Matt Bower, Panos Vlachopoulos:
  A critical analysis of technology-enhanced learning design frameworks. 981-997

Review Article

• 
  Francesca Maria Dagnino, Yannis A. Dimitriadis, Francesca Pozzi, Juan I. Asensio-Pérez, Bartolomé Rubia-Avi:
  Exploring teachers' needs and the existing barriers to the adoption of Learning Design methods and tools: A literature survey. 998-1013

Original Articles

• 
  Sue Bennett, Lori Lockyer, Shirley Agostinho:
  Towards sustainable technology-enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice. 1014-1026
• 
  Giang N. H. Nguyen, Matt Bower:
  Novice teacher technology-enhanced learning design practices: The case of the silent pedagogy. 1027-1043
• 
  Diana Laurillard, Eileen Kennedy, Patricia Charlton, Joanna Wild, Dionisios Dimakopoulos:
  Using technology to develop teachers as designers of TEL: Evaluating the learning designer. 1044-1058
• 
  Michail Boloudakis, Symeon Retalis, Yannis Psaromiligkos:
  Training Νovice teachers to design moodle-based units of learning using a CADMOS-enabled learning design sprint. 1059-1076
• 
  Konstantinos Michos, Davinia Hernández-Leo, Laia Albó:
  Teacher-led inquiry in technology-supported school communities. 1077-1095
• 
  Ana I. Molina, Yoel Arroyo, Carmen Lacave, Miguel A. Redondo:
  Learn-CIAN: A visual language for the modelling of group learning processes. 1096-1112
• 
  Muriel Garreta Domingo, Peter B. Sloep, Davinia Hernández-Leo:
  Human-centred design to empower "teachers as designers". 1113-1130
• 
  Cathy Lewin, Sue Cranmer, Sarah McNicol:
  Developing digital pedagogy through learning design: An activity theory perspective. 1131-1144
• 
  Yael Kali, Keren-Sarah Levy, Rachel Levin-Peled, Tali Tal:
  Supporting outdoor inquiry learning (SOIL): Teachers as designers of mobile-assisted seamless learning. 1145-1161
• 
  Yishay Mor, Rotem Abdu:
  Responsive learning design: Epistemic fluency and generative pedagogical practices. 1162-1173