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ORCIDBritish Journal of Educational Technology, Volume 51
Volume 51, Number 1, January 2020
- Sara Hennessy, Manolis Mavrikis, Carina Girvan, Sara Price
, Niall Winters:
Editorial. 5-9
- Paul J. Mensink, Karen King:
Student access of online feedback is modified by the availability of assessment marks, gender and academic performance. 10-22 - Alison E. Kay, Judy Hardy, Ross K. Galloway:
Student use of PeerWise: A multi-institutional, multidisciplinary evaluation. 23-35 - Beyin Chen, Gwo-Haur Hwang, Tze-Shiun Lin:
Impacts of a dynamic grouping strategy on students' learning effectiveness and experience value in an item bank-based collaborative practice system. 36-52 - Joan Manuel Marquès Puig, Thanasis Daradoumis, Laura Calvet Liñan, Marta Arguedas:
Fruitful student interactions and perceived learning improvement in DSLab: A dynamic assessment tool for distributed programming. 53-70 - Niels Bonderup Dohn:
Students' interest in Scratch coding in lower secondary mathematics. 71-83 - Pekka Mertala:
Young children's perceptions of ubiquitous computing and the Internet of Things. 84-102 - Xiao-Li Zheng, Hoi-Soo Kim, Wen-Hua Lai, Gwo-Jen Hwang:
Cognitive regulations in ICT-supported flipped classroom interactions: An activity theory perspective. 103-130 - Tom Lowrie, Kevin Larkin:
Experience, represent, apply (ERA): A heuristic for digital engagement in the early years. 131-147 - Shao-Chen Chang, Ting-Chia Hsu, Wei-Chen Kuo, Morris Siu-Yung Jong:
Effects of applying a VR-based two-tier test strategy to promote elementary students' learning performance in a Geology class. 148-165 - Jo Bird:
"You need a phone and camera in your bag before you go out!": Children's play with imaginative technologies. 166-176 - Matjaz Debevc, Jernej Weiss, Andrej Sorgo, Ines Kozuh:
Solfeggio learning and the influence of a mobile application based on visual, auditory and tactile modalities. 177-193 - Hanneke Theelen, M. C. Willems, Antoine Van den Beemt, Rianne Conijn, Perry den Brok:
Virtual internships in blended environments to prepare preservice teachers for the professional teaching context. 194-210 - Di Xu, Danny Glick, Fernando Rodriguez, Bianca Cung, Qiujie Li, Mark Warschauer:
Does blended instruction enhance English language learning in developing countries? Evidence from Mexico. 211-227 - Fereshte Goshtasbpour, Bronwen Swinnerton, Neil P. Morris:
Look who's talking: Exploring instructors' contributions to Massive Open Online Courses. 228-244 - Ruiqi Deng, Pierre Benckendorff, Deanne Gannaway:
Learner engagement in MOOCs: Scale development and validation. 245-262 - Insung Jung, Jihyun Lee:
A cross-cultural approach to the adoption of open educational resources in higher education. 263-280 - Jason Power, Raymond Lynch, Oliver McGarr:
Difficulty and self-efficacy: An exploratory study. 281-296 - Isabel Buil, Sara Catalán, Eva Martínez:
Engagement in business simulation games: A self-system model of motivational development. 297-311
Volume 51, Number 2, March 2020
- Sue Cranmer:
Disabled children's evolving digital use practices to support formal learning. A missed opportunity for inclusion. 315-330 - Tobias Ley:
Knowledge structures for integrating working and learning: A reflection on a decade of learning technology research for workplace learning. 331-346 - Edward Wakelam, Amanda Jefferies, Neil Davey, Yi Sun:
The potential for student performance prediction in small cohorts with minimal available attributes. 347-370 - Anu Kajamaa, Kristiina Kumpulainen, Helmi-Riikka Olkinuora:
Teacher interventions in students' collaborative work in a technology-rich educational makerspace. 371-386 - Joey R. Fanfarelli:
Impact of narrative and badging on learning and engagement in a psychology learning game. 387-419 - Insook Han:
Immersive virtual field trips in education: A mixed-methods study on elementary students' presence and perceived learning. 420-435 - Martina Benvenuti, Elvis Mazzoni:
Enhancing wayfinding in pre-school children through robot and socio-cognitive conflict. 436-458 - Hans van der Meij, Sabine Veldkamp, Henny Leemkuil:
Effects of scripting on dialogues, motivation and learning outcomes in serious games. 459-472 - Andrzej Radecki, Michal Bujacz, Piotr Skulimowski, Pawel Strumillo:
Interactive sonification of images in serious games as an education aid for visually impaired children. 473-497 - Carolyn J. Heinrich, Jennifer Darling-Aduana, Caroline Martin:
The potential and prerequisites of effective tablet integration in rural Kenya. 498-514 - Yining Zhang, Chin-Hsi Lin:
Motivational profiles and their correlates among students in virtual school foreign language courses. 515-530 - Suzannie K. Y. Leung, Kimburley W. Y. Choi, Mantak Yuen:
Video art as digital play for young children. 531-554 - Jiyoon Jung, Anne T. Ottenbreit-Leftwich:
Course-level modeling of preservice teacher learning of technology integration. 555-571 - Hugh McFaul, Elizabeth FitzGerald:
A realist evaluation of student use of a virtual reality smartphone application in undergraduate legal education. 572-589 - Amr ElShaer, Diogo Casanova, Nicholas S. Freestone, Gianpiero Calabrese:
Students' perceptions of the value of electronic feedback - Does disciplinary background really matter? 590-606
Volume 51, Number 3, May 2020
- Kenneth Y. T. Lim, Sebastian Habig:
Beyond observation and interaction: Augmented Reality through the lens of constructivism and constructionism. 609-610 - Kristin Altmeyer, Sebastian Kapp, Michael Thees, Sarah Malone, Jochen Kuhn, Roland Brünken:
The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses - Theoretical background and empirical results. 611-628 - Sebastian Habig:
Who can benefit from augmented reality in chemistry? Sex differences in solving stereochemistry problems using augmented reality. 629-644 - Stan Lester, Jens Hofmann:
Some pedagogical observations on using augmented reality in a vocational practicum. 645-656 - Chih-Hung Chen:
AR videos as scaffolding to foster students' learning achievements and motivation in EFL learning. 657-672 - Kenneth Y. T. Lim, Ryan Lim:
Semiotics, memory and augmented reality: History education with learner-generated augmentation. 673-691 - Xieling Chen, Di Zou, Haoran Xie:
Fifty years of British Journal of Educational Technology: A topic modeling based bibliometric perspective. 692-708 - Rustam Shadiev, Taoying Liu, Wu-Yuin Hwang:
Review of research on mobile-assisted language learning in familiar, authentic environments. 709-720 - Chiu-Lin Lai:
Trends of mobile learning: A review of the top 100 highly cited papers. 721-742 - Min Young Doo, Meina Zhu, Curtis J. Bonk, Ying Tang:
The effects of openness, altruism and instructional self-efficacy on work engagement of MOOC instructors. 743-760 - Kate Wilkinson, George Dafoulas, Hemda Garelick, Christian R. Huyck:
Are quiz-games an effective revision tool in Anatomical Sciences for Higher Education and what do students think of them? 761-777 - Garry Falloon:
From simulations to real: Investigating young students' learning and transfer from simulations to real tasks. 778-797 - Jamie McGann, Johann Issartel, Lucy Hederman, Owen Conlan:
Hop.Skip.Jump.Games: The effect of "principled" exergameplay on children's locomotor skill acquisition. 798-816 - Mei-Rong Alice Chen, Gwo-Jen Hwang:
Effects of a concept mapping-based flipped learning approach on EFL students' English speaking performance, critical thinking awareness and speaking anxiety. 817-834 - José C. León-Jariego, Francisco P. Rodríguez-Miranda, Francisco J. Pozuelos-Estrada:
Building the role of ICT coordinators in primary schools: A typology based on task prioritisation. 835-852 - Michael Hammond:
What is an ecological approach and how can it assist in understanding ICT take-up? 853-866
Volume 51, Number 4, July 2020
- Taciana Pontual Falcão, Rafael Ferreira Mello, Rodrigo Lins Rodrigues:
Applications of learning analytics in Latin America. 871-874 - Sdenka Zobeida Salas-Pilco, Yuqin Yang:
Learning analytics initiatives in Latin America: Implications for educational researchers, practitioners and decision makers. 875-891 - Cristian Cechinel, Xavier Ochoa, Henrique Lemos dos Santos, João Batista Carvalho Nunes, Virgínia Rodés, Emanuel Marques Queiroga:
Mapping Learning Analytics initiatives in Latin America. 892-914 - Isabel Hilliger, Margarita Ortiz-Rojas, Paola Pesantez-Cabrera, Eliana Scheihing, Yi-Shan Tsai, Pedro J. Muñoz-Merino, Tom Broos, Alexander Whitelock-Wainwright, Dragan Gasevic, Mar Pérez-Sanagustín:
Towards learning analytics adoption: A mixed methods study of data-related practices and policies in Latin American universities. 915-937 - Tom Broos, Isabel Hilliger, Mar Pérez-Sanagustín, Nyi Nyi Htun, Martijn Millecamp, Paola Pesantez-Cabrera, Lizandro D. Solano-Quinde, Lorena Siguenza-Guzman, Miguel Zúñiga-Prieto, Katrien Verbert, Tinne De Laet:
Coordinating learning analytics policymaking and implementation at scale. 938-954 - Filipe D. Pereira, Elaine H. T. Oliveira, David B. F. Oliveira, Alexandra I. Cristea, Leandro S. G. Carvalho, Samuel C. Fonseca, Armando Maciel Toda, Seiji Isotani:
Using learning analytics in the Amazonas: understanding students' behaviour in introductory programming. 955-972 - Julio Guerra, Margarita Ortiz-Rojas, Miguel Ángel Zúñiga Prieto, Eliana Scheihing, Alberto Jiménez, Tom Broos, Tinne De Laet, Katrien Verbert:
Adaptation and evaluation of a learning analytics dashboard to improve academic support at three Latin American universities. 973-1001 - Tinne De Laet, Martijn Millecamp, Margarita Ortiz-Rojas, Alberto Jiménez, Ricardo Maya, Katrien Verbert:
Adoption and impact of a learning analytics dashboard supporting the advisor - Student dialogue in a higher education institute in Latin America. 1002-1018 - Cecilia Ávila, Silvia Baldiris, Ramón Fabregat, Sabine Graf:
Evaluation of a learning analytics tool for supporting teachers in the creation and evaluation of accessible and quality open educational resources. 1019-1038 - Anat Cohen, Rikke Toft Nørgård, Yishay Mor:
Hybrid learning spaces--Design, data, didactics. 1039-1044 - Peter Goodyear:
Design and co-configuration for hybrid learning: Theorising the practices of learning space design. 1045-1060 - Liat Eyal, Einat Gil:
Design patterns for teaching in academic settings in future learning spaces. 1061-1077 - Gerti Pishtari, María Jesús Rodríguez-Triana, Edna Milena Sarmiento-Márquez, Mar Pérez-Sanagustín, Adolfo Ruiz-Calleja, Patricia Santos, Luis Pablo Prieto, Sergio Serrano-Iglesias, Terje Väljataga:
Learning design and learning analytics in mobile and ubiquitous learning: A systematic review. 1078-1100 - Suvi Kauppi, Hanni Muukkonen, Teemu Suorsa, Marjatta Takala:
I still miss human contact, but this is more flexible - Paradoxes in virtual learning interaction and multidisciplinary collaboration. 1101-1116 - Yotam Hod, Shir Katz:
Fostering highly engaged knowledge building communities in socioemotional and sociocognitive hybrid learning spaces. 1117-1135 - Yuqin Yang, Qianqian Chen, Yawen Yu, Xueqi Feng, Jan van Aalst:
Collective reflective assessment for shared epistemic agency by undergraduates in knowledge building. 1136-1154 - John Cook, Yishay Mor, Patricia Santos:
Three cases of hybridity in learning spaces: Towards a design for a Zone of Possibility. 1155-1167 - Ling Wu, Minkang Kim, Lina Markauskaite:
Developing young children's empathic perception through digitally mediated interpersonal experience: Principles for a hybrid design of empathy games. 1168-1187 - Dawn Bennett, Elizabeth Knight, Jennifer E. Rowley:
The role of hybrid learning spaces in enhancing higher education students' employability. 1188-1202 - Jun Xiao, Hong-Zheng Sun-Lin, Tzu-Han Lin, Mengyuan Li, Zhimin Pan, Hsu-Chen Cheng:
What makes learners a good fit for hybrid learning? Learning competences as predictors of experience and satisfaction in hybrid learning space. 1203-1219 - Alice Veldkamp, Joke Daemen, Stijn Teekens, Stefan Koelewijn, Marie-Christine P. J. Knippels, Wouter R. van Joolingen:
Escape boxes: Bringing escape room experience into the classroom. 1220-1239 - Kylie Peppler, Jennifer Rowsell, Anna Keune:
Editorial: Advancing posthumanist perspectives on technology-rich learning. 1240-1245 - Varpu Mehto, Sini Riikonen, Kai Hakkarainen, Kaiju Kangas, Pirita Seitamaa-Hakkarainen:
Epistemic roles of materiality within a collaborative invention project at a secondary school. 1246-1261 - Kevin Leander, Sarah K. Burriss:
Critical literacy for a posthuman world: When people read, and become, with machines. 1262-1276 - Mary P. Sheridan, Amélie Lemieux, Ashley Do Nascimento, Hans Christian Arnseth:
Intra-active entanglements: What posthuman and new materialist frameworks can offer the learning sciences. 1277-1291 - Kristiina Kumpulainen, Anu Kajamaa:
Sociomaterial movements of students' engagement in a school's makerspace. 1292-1307 - Jun Oshima, Ritsuko Oshima, Shunsuke Saruwatari:
Analysis of students' ideas and conceptual artifacts in knowledge-building discourse. 1308-1321 - Sara Sintonen:
From an experimental paper to a playful screen: How the essence of materiality modulates the process of creation. 1322-1333 - Ron Eglash, Audrey Bennett, William Babbitt, Michael Lachney, Martin Reinhardt, Deborah Hammond-Sowah:
Decolonizing posthumanism: Indigenous material agency in generative STEM. 1334-1353 - Hung-Ming Lin, Ming-Hsien Lee, Jyh-Chong Liang, Hsin-Yi Chang, Pinchi Huang, Chin-Chung Tsai:
A review of using partial least square structural equation modeling in e-learning research. 1354-1372 - Alison Fields:
Embedding librarians in online tertiary classrooms: A new model for learner support. 1373-1385 - Hsiu-Ling Huang, Gwo-Jen Hwang, Ching-Yi Chang:
Learning to be a writer: A spherical video-based virtual reality approach to supporting descriptive article writing in high school Chinese courses. 1386-1405 - Teresa Schaefer, Claudia Magdalena Fabian, Tobias Kopp:
The dynamics of online learning at the workplace: Peer-facilitated social learning and the application in practice. 1406-1419 - Chih-Lun Chou, Min-Ling Hung, Chia-Wen Tsai, Yu-Chih Chang:
Developing and validating a scale for measuring teachers' readiness for flipped classrooms in junior high schools. 1420-1435
Volume 51, Number 5, September 2020
- Mutlu Cukurova, Michail N. Giannakos, Roberto Martínez Maldonado:
The promise and challenges of multimodal learning analytics. 1441-1449 - Kshitij Sharma, Michail N. Giannakos:
Multimodal data capabilities for learning: What can multimodal data tell us about learning? 1450-1484 - Lucrezia Crescenzi Lanna:
Multimodal Learning Analytics research with young children: A systematic review. 1485-1504 - Andrew Emerson, Elizabeth B. Cloude, Roger Azevedo, James C. Lester:
Multimodal learning analytics for game-based learning. 1505-1526 - Jennifer K. Olsen, Kshitij Sharma, Nikol Rummel, Vincent Aleven:
Temporal analysis of multimodal data to predict collaborative learning outcomes. 1527-1547 - Charlotte Larmuseau, Jan Cornelis, Luigi Lancieri, Piet Desmet, Fien Depaepe:
Multimodal learning analytics to investigate cognitive load during online problem solving. 1548-1562 - Byungho Ahn, Jason M. Harley:
Facial expressions when learning with a Queer History App: Application of the Control Value Theory of Achievement Emotions. 1563-1576 - Muhterem Dindar, Sanna Järvelä, Eetu Haataja:
What does physiological synchrony reveal about metacognitive experiences and group performance? 1577-1596 - Milica Vujovic, Davinia Hernández-Leo, Simone Tassani, Daniel Spikol:
Round or rectangular tables for collaborative problem solving? A multimodal learning analytics study. 1597-1614 - Xavier Ochoa, Federico Domínguez:
Controlled evaluation of a multimodal system to improve oral presentation skills in a real learning setting. 1615-1630 - Marc Beardsley, Judit Martínez-Moreno, Milica Vujovic, Patricia Santos, Davinia Hernández-Leo:
Enhancing consent forms to support participant decision making in multimodal learning data research. 1631-1652 - Xusen Cheng, Jianshan Sun, Alex Zarifis:
Artificial intelligence and deep learning in educational technology research and practice. 1653-1656 - Shanyong Wang, Haotian Yu, Xianfeng Hu, Jun Li:
Participant or spectator? Comprehending the willingness of faculty to use intelligent tutoring systems in the artificial intelligence era. 1657-1673 - Shixuan Fu, Huimin Gu, Bo Yang:
The affordances of AI-enabled automatic scoring applications on learners' continuous learning intention: An empirical study in China. 1674-1692 - Fen Qin, Kai Li, Jianyuan Yan:
Understanding user trust in artificial intelligence-based educational systems: Evidence from China. 1693-1710 - Jianshan Sun, Jie Geng, Xusen Cheng, Mingyue Zhu, Qiyu Xu, Yunli Liu:
Leveraging personality information to improve community recommendation in e-learning platforms. 1711-1733 - Wei Xu, Yuhan Zhou:
Course video recommendation with multimodal information in online learning platforms: A deep learning framework. 1734-1747 - Penelope Jane Standen, David J. Brown, Mohammad Taheri, Maria Jose Galvez Trigo, Helen Boulton, Andrew M. Burton, Madeline Hallewell, James G. Lathe, Nicholas Shopland, Maria A. Blanco Gonzalez, Gosia Malgosia Kwiatkowska, Elena Milli, Stefano Cobello, Annaleda Mazzucato, Marco Traversi, Enrique Hortal:
An evaluation of an adaptive learning system based on multimodal affect recognition for learners with intellectual disabilities. 1748-1765 - Jewoong Moon, Fengfeng Ke, Zlatko Sokolikj:
Automatic assessment of cognitive and emotional states in virtual reality-based flexibility training for four adolescents with autism. 1766-1784 - Shuang Geng, Ben Niu, Yuanyue Feng, Miaojia Huang:
Understanding the focal points and sentiment of learners in MOOC reviews: A machine learning and SC-LIWC-based approach. 1785-1803 - Hsiu-Ping Yueh, Feng-Kuang Chiang:
AI and robotics in reshaping the dynamics of learning. 1804-1807 - Sdenka Zobeida Salas-Pilco:
The impact of AI and robotics on physical, social-emotional and intellectual learning outcomes: An integrated analytical framework. 1808-1825 - Yuqin Yang, Yanwen Long, Daner Sun, Jan van Aalst, Sanyin Cheng:
Fostering students' creativity via educational robotics: An investigation of teachers' pedagogical practices based on teacher interviews. 1826-1842 - Geng Sun, Jiayin Lin, Jun Shen, Tingru Cui, Dongming Xu, Mahesh Kayastha:
Refinement and augmentation for data in micro open learning activities with an evolutionary rule generator. 1843-1863 - Josef Guggemos, Sabine Seufert, Stefan Sonderegger:
Humanoid robots in higher education: Evaluating the acceptance of Pepper in the context of an academic writing course using the UTAUT. 1864-1883 - Hsiu-Ping Yueh, Weijane Lin, S-Chen Wang, Li-Chen Fu:
Reading with robot and human companions in library literacy activities: A comparison study. 1884-1900
Volume 51, Number 6, November 2020
- David John Lemay, Tenzin Doleck:
Constructivist educational technology: Re-examining the foundations and state of the literature. 1905-1906 - Reza Feyzi-Behnagh, Sepideh Yasrebi:
An examination of constructivist educational technologies: Key affordances and conditions. 1907-1919 - Jason M. Harley, Yang Liu, Byungho Ahn, Susanne P. Lajoie, Andre P. Grace:
Examining physiological and self-report indicators of empathy during learners' interaction with a queer history app. 1920-1937 - Liyan Wang, Feng-Kuang Chiang:
Integrating novel engineering strategies into STEM education: APP design and an assessment of engineering-related attitudes. 1938-1959 - Yuqin Yang, Yang Du, Jan van Aalst, Daner Sun, Fan Ouyang:
Self-directed reflective assessment for collective empowerment among pre-service teachers. 1960-1980 - Matt Bower, Morris Siu-Yung Jong:
Immersive virtual reality in education. 1981-1990 - Bian Wu, Xiaoxue Yu, Xiaoqing Gu:
Effectiveness of immersive virtual reality using head-mounted displays on learning performance: A meta-analysis. 1991-2005 - Anna Flavia Di Natale, Claudia Repetto, Giuseppe Riva, Daniela Villani:
Immersive virtual reality in K-12 and higher education: A 10-year systematic review of empirical research. 2006-2033 - Ruixue Liu, Lei Wang, Jing Lei, Qiu Wang, Youqun Ren:
Effects of an immersive virtual reality-based classroom on students' learning performance in science lessons. 2034-2049 - Esther Z. Barsom, R. D. Duijm, Linda W. P. Dusseljee-Peute, Esther B. Landman-van der Boom, Erik-Jan van Lieshout, Monique W. M. Jaspers, Marlies P. Schijven:
Cardiopulmonary resuscitation training for high school students using an immersive 360-degree virtual reality environment. 2050-2062 - Morris Siu-Yung Jong, Chin-Chung Tsai, Haoran Xie, Frankie Kwan Kit Wong:
Integrating interactive learner-immersed video-based virtual reality into learning and teaching of physical geography. 2063-2078 - Guido Makransky, Gustav Bøg Petersen, Sara Klingenberg:
Can an immersive virtual reality simulation increase students' interest and career aspirations in science? 2079-2097 - Gustav Bøg Petersen, Sara Klingenberg, Richard E. Mayer, Guido Makransky:
The virtual field trip: Investigating how to optimize immersive virtual learning in climate change education. 2098-2114 - Sara Klingenberg, Maria L. M. Jørgensen, Gert Dandanell, Karen Skriver, Aske Mottelson, Guido Makransky:
Investigating the effect of teaching as a generative learning strategy when learning through desktop and immersive VR: A media and methods experiment. 2115-2138 - Kun-Hung Cheng, Chin-Chung Tsai:
Students' motivational beliefs and strategies, perceived immersion and attitudes towards science learning with immersive virtual reality: A partial least squares analysis. 2139-2158 - Carolin Pletz, Bernd Zinn:
Evaluation of an immersive virtual learning environment for operator training in mechanical and plant engineering using video analysis. 2159-2179 - Michelle Lui, Rhonda McEwen, Martha Mullally:
Immersive virtual reality for supporting complex scientific knowledge: Augmenting our understanding with physiological monitoring. 2180-2198 - Kevin Gonyop Kim, Catharine Oertel, Martin Dobricki, Jennifer K. Olsen, Alessia Coppi, Alberto A. P. Cattaneo, Pierre Dillenbourg:
Using immersive virtual reality to support designing skills in vocational education. 2199-2213 - Matt Bower, Dorothy DeWitt, Jennifer W. M. Lai:
Reasons associated with preservice teachers' intention to use immersive virtual reality in education. 2214-2232 - Meng-Tzu Cheng, Wei-Yu Huang, Mei-En Hsu:
Does emotion matter? An investigation into the relationship between emotions and science learning outcomes in a game-based learning environment. 2233-2251 - Chronis Kynigos, Marianthi Grizioti:
Modifying games with ChoiCo: Integrated affordances and engineered bugs for computational thinking. 2252-2267 - Di Wu, Liqin Yu, Harrison Hao Yang, Sha Zhu, Chin-Chung Tsai:
Parents' profiles concerning ICT proficiency and their relation to adolescents' information literacy: A latent profile analysis approach. 2268-2285 - Elena Fraj-Andrés, Laura Lucia-Palacios, Raúl Pérez-López:
Reducing resistance to repeating a wiki activity: What can teachers do? 2286-2305 - Hager Khechine, Benoit Raymond, Marc Augier:
The adoption of a social learning system: Intrinsic value in the UTAUT model. 2306-2325 - Laura A. Outhwaite, Anthea Gulliford, Nicola J. Pitchford:
Language counts when learning mathematics with interactive apps. 2326-2339 - Eva Hamhuis, Cees Glas, Martina R. M. Meelissen:
Tablet assessment in primary education: Are there performance differences between TIMSS' paper-and-pencil test and tablet test among Dutch grade-four students? 2340-2358 - Enlin Bin, A. Y. M. Atiquil Islam, Xiaoqing Gu, Jonathan Michael Spector, Faliang Wang:
A study of Chinese technical and vocational college teachers' adoption and gratification in new technologies. 2359-2375 - Marko Niemelä, Tommi Kärkkäinen, Sami Äyrämö, Miia Ronimus, Ulla Richardson, Heikki Lyytinen:
Game learning analytics for understanding reading skills in transparent writing system. 2376-2390 - Sanna Järvelä, Dragan Gasevic, Tapio Seppänen, Mykola Pechenizkiy, Paul A. Kirschner:
Bridging learning sciences, machine learning and affective computing for understanding cognition and affect in collaborative learning. 2391-2406 - Rafael Alarcón, Elena del Pilar Jiménez, María Isabel de Vicente-Yagüe:
Development and validation of the DIGIGLO, a tool for assessing the digital competence of educators. 2407-2421 - Maja Lebenicnik, Andreja Istenic Starcic:
Examining the contemporary digital divide of university students with specific reference to students with special educational needs. 2422-2441 - Hsueh-Hua Chuang, Ching-Lin Shih, Ming-Min Cheng:
Teachers' perceptions of culturally responsive teaching in technology-supported learning environments. 2442-2460 - Lu-Ho Hsia, Gwo-Jen Hwang:
From reflective thinking to learning engagement awareness: A reflective thinking promoting approach to improve students' dance performance, self-efficacy and task load in flipped learning. 2461-2477 - Kristine Ludvigsen, Rune Johan Krumsvik, Jens Breivik:
Behind the scenes: Unpacking student discussion and critical reflection in lectures. 2478-2494 - Ruo-Yu Li, Chang-Hwa Wang:
Key factors and network model for location-based cultural mobile game design. 2495-2512 - Scott W. T. McNamara, Kylie R. Wilson, Amy Petersen:
Content acquisition podcasts' impact on preservice teachers' understanding of language and disability. 2513-2528 - Joyce Hwee Ling Koh:
Three approaches for supporting faculty technological pedagogical content knowledge (TPACK) creation through instructional consultation. 2529-2543 - Fengfeng Ke, Xinhao Xu:
Virtual reality simulation-based learning of teaching with alternative perspectives taking. 2544-2557 - Hengtao Tang, Yu-Ju Lin, Yingxiao Qian:
Understanding K-12 teachers' intention to adopt open educational resources: A mixed methods inquiry. 2558-2572 - Anastasiya Kapuza, Ismo T. Koponen, Yulia Tyumeneva:
The network approach to assess the structure of knowledge: Storage, distribution and retrieval as three measures in analysing concept maps. 2573-2590
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