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ORCIDBritish Journal of Educational Technology, Volume 53
Volume 53, Number 1, January 2022
- Louis Major, Sara Price
, Mutlu Cukurova, Manolis Mavrikis, Sara Hennessy:
BJET editorial 2022. 5-7
- Andrea Cristina Micchelucci Malanga, Roberto Carlos Bernardes, Felipe Mendes Borini, Rafael Morais Pereira, Dennys Eduardo Rossetto:
Towards integrating quality in theoretical models of acceptance: An extended proposed model applied to e-learning services. 8-22 - Sannyuya Liu, Tianhui Hu, Huanyou Chai, Zhu Su, Xian Peng:
Learners' interaction patterns in asynchronous online discussions: An integration of the social and cognitive interactions. 23-40 - Julio Cabero Almenara, Francisco David Guillén-Gámez, Julio Ruiz-Palmero, Antonio Palacios-Rodríguez:
Teachers' digital competence to assist students with functional diversity: Identification of factors through logistic regression methods. 41-57 - Robin Samuelsson, Sara Price, Carey Jewitt:
How pedagogical relations in early years settings are reconfigured by interactive touchscreens. 58-76 - Natalie L. Shaheen:
Accessibility4Equity: Cripping technology-mediated compulsory education through sociotechnical praxis. 77-92 - Zhongling Pi, Yabo Zhang, Qiuchen Yu, Yi Zhang, Jiumin Yang, Qingbai Zhao:
Neural oscillations and learning performance vary with an instructor's gestures and visual materials in video lectures. 93-113 - Zheyu Liu, Hongbiao Yin, Weijin Cui, Boyu Xu, Mingchang Zhang:
How to reflect more effectively in online video learning: Balancing processes and outcomes. 114-129 - Lanqin Zheng, Jiayu Niu, Lu Zhong:
Effects of a learning analytics-based real-time feedback approach on knowledge elaboration, knowledge convergence, interactive relationships and group performance in CSCL. 130-149 - Xiaoyan Lai, Gary Ka Wai Wong:
Collaborative versus individual problem solving in computational thinking through programming: A meta-analysis. 150-170 - Ching-Yi Chang, Gwo-Jen Hwang, Meei-Ling Gau:
Promoting students' learning achievement and self-efficacy: A mobile chatbot approach for nursing training. 171-188 - Mahesh Liyanawatta, Su-Hang Yang, Yu-Tzu Liu, YungYu Zhuang, Gwo-Dong Chen:
Audience participation digital drama-based learning activities for situational learning in the classroom. 189-206
Volume 53, Number 2, March 2022
- Jihyun Lee, Taejung Park, Robert Otto Davis:
What affects learner engagement in flipped learning and what predicts its outcomes? 211-228 - Shu-Yun Chien, Gwo-Jen Hwang:
A question, observation, and organisation-based SVVR approach to enhancing students' presentation performance, classroom engagement, and technology acceptance in a cultural course. 229-247 - Felix Hekele, Jan Spilski, Simon Bender, Thomas Lachmann:
Remote vocational learning opportunities - A comparative eye-tracking investigation of educational 2D videos versus 360° videos for car mechanics. 248-268 - Salomé Cojean, Eric Jamet:
Does an interactive table of contents promote learning from videos? A study of consultation strategies and learning outcomes. 269-285 - Hui-Tzu Hsu, Chih-Cheng Lin:
Extending the technology acceptance model of college learners' mobile-assisted language learning by incorporating psychological constructs. 286-306 - Athanasios Christopoulos, Nikolaos Pellas, Justyna Kurczaba, Robert D. Macredie:
The effects of augmented reality-supported instruction in tertiary-level medical education. 307-325 - Fatih Aydogdu:
Augmented reality for preschool children: An experience with educational contents. 326-348 - Christina St-Onge, Kathleen Ouellet, Sawsen Lakhal, Tim Dubé, Mélanie Marceau:
COVID-19 as the tipping point for integrating e-assessment in higher education practices. 349-366 - Shermain Puah, Muhammad Iskandar Shah Bin Mohmad Khalid, Chee-Kit Looi, Ean Teng Khor:
Investigating working adults' intentions to participate in microlearning using the decomposed theory of planned behaviour. 367-390 - Helene Dahlström:
Students as digital multimodal text designers: A study of resources, affordances, and experiences. 391-407 - Elena Novak, Kerrie McDaniel, Jerry Daday, Ilker Soyturk:
Frustration in technology-rich learning environments: A scale for assessing student frustration with e-textbooks. 408-431
Volume 53, Number 3, May 2022
- Xianghan (Christine) O'Dea, Julian Stern:
Virtually the same?: Online higher education in the post Covid-19 era. 437-442 - Davy Tsz Kit Ng:
Online aviation learning experience during the COVID-19 pandemic in Hong Kong and Mainland China. 443-474 - Kyungmee Lee, Mik Fanguy:
Online exam proctoring technologies: Educational innovation or deterioration? 475-490 - Shreeya Nelekar, Amal Abdulrahman, Manik Gupta, Deborah Richards:
Effectiveness of embodied conversational agents for managing academic stress at an Indian University (ARU) during COVID-19. 491-511 - Victoria Chen, Adam Sandford, Matthew LaGrone, Kayla Charbonneau, Jessica Kong, Shenoa Ragavaloo:
An exploration of instructors' and students' perspectives on remote delivery of courses during the COVID-19 pandemic. 512-533 - Colin Conrad, Qi Deng, Isabelle Caron, Oksana Shkurska, Paulette Skerrett, Binod Sundararajan:
How student perceptions about online learning difficulty influenced their satisfaction during Canada's Covid-19 response. 534-557 - Alison Cullinane, Debra McGregor, Sarah Frodsham, Judith Hillier, Liam Guilfoyle:
Transforming a doctoral summer school to an online experience: A response to the COVID-19 pandemic. 558-576 - Minna Logemann, Jolanta Aritz, Peter W. Cardon, Stephanie Swartz, Terri Elhaddaoui, Kristen Getchell, Carolin Fleischmann, Rose Helens-Hart, Xiaoli Li, Juan Carlos Palmer-Silveira, Miguel Ruiz-Garrido, Scott Springer, James Stapp:
Standing strong amid a pandemic: How a global online team project stands up to the public health crisis. 577-592 - Sdenka Zobeida Salas-Pilco, Yuqin Yang, Zhe Zhang:
Student engagement in online learning in Latin American higher education during the COVID-19 pandemic: A systematic review. 593-619 - Ling Zhang, Richard Allen Carter Jr., Xueqin Qian, Sohyun Yang, James Rujimora, Shuman Wen:
Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID-19. 620-646 - Steven J. Greenland, Catherine Moore:
Large qualitative sample and thematic analysis to redefine student dropout and retention strategy in open online education. 647-667 - Siu-Cheung Kong, Ming Lai:
Computational identity and programming empowerment of students in computational thinking development. 668-686 - Jing Tian, Joyce Hwee Ling Koh, Chang Ren, Yiheng Wang:
Understanding higher education students' developing perceptions of geocapabilities through the creation of story maps with geographical information systems. 687-705 - Hsiu-Ling Huang, Gwo-Jen Hwang, Pei-Ying Chen:
An integrated concept mapping and image recognition approach to improving students' scientific inquiry course performance. 706-727
Volume 53, Number 4, July 2022
- Djazia Ladjal, Srecko Joksimovic, Thierry Rakotoarivelo, Chen Zhan:
Technological frameworks on ethical and trustworthy learning analytics. 733-736 - Ruth Marshall, Abelardo Pardo, David Smith, Tony Watson:
Implementing next generation privacy and ethics research in education technology. 737-755 - Stephen Hutt, Ryan S. Baker, Michael Mogessie Ashenafi, Juan Miguel L. Andres-Bray, Christopher Brooks:
Controlled outputs, full data: A privacy-protecting infrastructure for MOOC data. 756-775 - Chenglu Li, Wanli Xing, Walter L. Leite:
Building socially responsible conversational agents using big data to support online learning: A case with Algebra Nation. 776-803 - Dinusha Vatsalan, Thierry Rakotoarivelo, Raghav Bhaskar, Paul Tyler, Djazia Ladjal:
Privacy risk quantification in education data using Markov model. 804-821 - Oscar Blessed Deho, Chen Zhan, Jiuyong Li, Jixue Liu, Lin Liu, Thuc Duy Le:
How do the existing fairness metrics and unfairness mitigation algorithms contribute to ethical learning analytics? 822-843 - Ali Darvishi, Hassan Khosravi, Shazia Sadiq, Dragan Gasevic:
Incorporating AI and learning analytics to build trustworthy peer assessment systems. 844-875 - Paul Prinsloo, Sharon Slade, Mohammad Khalil:
The answer is (not only) technological: Considering student data privacy in learning analytics. 876-893 - Paul Prinsloo, Rogers Kaliisa:
Data privacy on the African continent: Opportunities, challenges and implications for learning analytics. 894-913 - Tanya Nazaretsky, Moriah Ariely, Mutlu Cukurova, Giora Alexandron:
Teachers' trust in AI-powered educational technology and a professional development program to improve it. 914-931 - Chantal Mutimukwe, Olga Viberg, Lena-Maria Öberg, Teresa Cerratto-Pargman:
Students' privacy concerns in learning analytics: Model development. 932-951 - Shen Qiao, Susanna Siu-sze Yeung, Xiaoai Shen, Samuel Kai Wah Chu:
The effects of a gamified morphological awareness intervention on students' cognitive, motivational and affective outcomes. 952-976 - Caleb Or, Elaine Chapman:
Development and validation of an instrument to measure online assessment acceptance in higher education. 977-997 - Chi-Yuan Chen:
Immersive virtual reality to train preservice teachers in managing students' challenging behaviours: A pilot study. 998-1024 - Ye Chen, Li Cao:
Promoting maker-centred instruction through virtual professional development activities for K-12 teachers in low-income rural areas. 1025-1048 - Yiran Cui, Guoqing Zhao, Danhui Zhang:
Improving students' inquiry learning in web-based environments by providing structure: Does the teacher matter or platform matter? 1049-1068
Volume 53, Number 5, September 2022
- Shiyan Jiang, Victor R. Lee, Joshua M. Rosenberg:
Data science education across the disciplines: Underexamined opportunities for K-12 innovation. 1073-1079 - Engida Gebre:
Conceptions and perspectives of data literacy in secondary education. 1080-1095 - Victor R. Lee, Daniel R. Pimentel, Rahul Bhargava, Catherine D'Ignazio:
Taking data feminism to school: A synthesis and review of pre-collegiate data science education projects. 1096-1113 - Shiyan Jiang, Amato Nocera, Cansu Tatar, Michael Miller Yoder, Jie Chao, Kenia Wiedemann, William Finzer, Carolyn P. Rosé:
An empirical analysis of high school students' practices of modelling with unstructured data. 1114-1133 - Tamara Shreiner, Mark Guzdial:
The information won't just sink in: Helping teachers provide technology-assisted data literacy instruction in social studies. 1134-1158 - Camillia Matuk, Kayla DesPortes, Anna Amato, Ralph Vacca, Megan Silander, Peter J. Woods, Marian Tes:
Tensions and synergies in arts-integrated data literacy instruction: Reflections on four classroom implementations. 1159-1178 - Joshua M. Rosenberg, Elizabeth H. Schultheis, Melissa K. Kjelvik, Aaron Reedy, Omiya Sultana:
Big data, big changes? The technologies and sources of data used in science classrooms. 1179-1201 - Michal Dvir, Dani Ben-Zvi:
Students' actual purposes when engaging with a computerized simulation in the context of citizen science. 1202-1220 - Josh Radinsky, Iris Tabak:
Data practices during COVID: Everyday sensemaking in a high-stakes information ecology. 1221-1243
- Richard J. May, Ian Tyndall, Aoife McTiernan, Gareth Roderique-Davies, Shane McLoughlin:
The impact of the SMART program on cognitive and academic skills: A systematic review and meta-analysis. 1244-1261 - Gemma Taylor, Joanna Kolak, Eve M. Bent, Padraic Monaghan:
Selecting educational apps for preschool children: How useful are website app rating systems? 1262-1282 - Mohammed Saqr, Ward Peeters:
Temporal networks in collaborative learning: A case study. 1283-1303 - Henriikka Vartiainen, Hanna Vuojärvi, Kaija Saramäki, Miikka Eriksson, Ilkka Ratinen, Piritta Torssonen, Petteri Vanninen, Sinikka Pöllänen:
Cross-boundary collaboration and knowledge creation in an online higher education course. 1304-1320 - Asmalina Saleh, Tanner M. Phillips, Cindy E. Hmelo-Silver, Krista D. Glazewski, Bradford W. Mott, James C. Lester:
A learning analytics approach towards understanding collaborative inquiry in a problem-based learning environment. 1321-1342 - Gwo-Jen Hwang, Chun-Chun Chang, Shu-Yun Chien:
A motivational model-based virtual reality approach to prompting learners' sense of presence, learning achievements, and higher-order thinking in professional safety training. 1343-1360 - Neven Drljevic, Ivica Boticki, Lung-Hsiang Wong:
Investigating the different facets of student engagement during augmented reality use in primary school. 1361-1388 - Chun Lai, Qiu Wang, Xianhan Huang:
The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in-service EFL teachers' technology adoption. 1389-1411 - Marco Rüth, Adrian Birke, Kai Kaspar:
Teaching with digital games: How intentions to adopt digital game-based learning are related to personal characteristics of pre-service teachers. 1412-1429 - Alice Veldkamp, Johanna Rebecca Niese, Martijn Heuvelmans, Marie-Christine P. J. Knippels, Wouter R. van Joolingen:
You escaped! How did you learn during gameplay? 1430-1458 - Bowen Liu, Wanli Xing, Yifang Zeng, Yonghe Wu:
Linking cognitive processes and learning outcomes: The influence of cognitive presence on learning performance in MOOCs. 1459-1477
Volume 53, Number 6, November 2022
- Sdenka Zobeida Salas-Pilco, Yuqin Yang, Jan van Aalst:
Emerging technologies for diverse and inclusive education from a sociocultural perspective. 1483-1485 - Weipeng Yang, Haoran Luo, Jiahong Su:
Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. 1486-1510 - Yuqin Yang, Kaicheng Yuan, Xueqi Feng, Xiuhan Li, Jan van Aalst:
Fostering low-achieving students' productive disciplinary engagement through knowledge-building inquiry and reflective assessment. 1511-1529 - Wangda Zhu, Ying Hua, Gaoxia Zhu, Luping Wang:
Share and embrace demographic and location diversity: Creating an Instagram-based inclusive online learning community. 1530-1548 - Vishesh Kumar, Mike Tissenbaum:
Supporting collaborative classroom networks through technology: An actor network theory approach to understanding social behaviours and design. 1549-1570 - Helvi Itenge, Chris Muashekele, Michael Bosomefi Chamunorwa, Heike Winschiers-Theophilus, Margot Brereton, Alessandro Soro:
Design and evaluation of a social and embodied multiplayer reading game to engage primary school learners in Namibia. 1571-1590 - Tamara Savelyeva, Jae Park:
Blockchain technology for sustainable education. 1591-1604 - Lehong Shi, Theodore J. Kopcha:
Moderator effects of mobile users' pedagogical role on science learning: A meta-analysis. 1605-1625 - Peter Nagy, Areej Mawasi, Kristi Eustice, Alison Cook-Davis, Ed Finn, Ruth Wylie:
Increasing learners' self-efficacy beliefs and curiosity through a Frankenstein-themed transmedia storytelling experience. 1626-1644 - Lixiang Yan, Roberto Martínez Maldonado, Beatriz Gallo Cordoba, Joanne Deppeler, Deborah Corrigan, Dragan Gasevic:
Mapping from proximity traces to socio-spatial behaviours and student progression at the school. 1645-1664 - Guoqing Lu, Kui Xie, Qingtang Liu:
What influences student situational engagement in smart classrooms: Perception of the learning environment and students' motivation. 1665-1687 - Enrico Gandolfi, Richard E. Ferdig, Robert Clements:
Streaming code across audiences and performers: An analysis of computer science communities of inquiry on Twitch.tv. 1688-1705 - Gwo-Jen Hwang, Chin-Lan Yang, Kuei-Ru Chou, Ching-Yi Chang:
An MDRE approach to promoting students' learning performances in the era of the pandemic: A quasi-experimental design. 1706-1723 - Seyma Caglar-Ozhan, Arif Altun, Erhan Ekmekcioglu:
Emotional patterns in a simulated virtual classroom supported with an affective recommendation system. 1724-1749 - Neil Guppy, Dominique Verpoorten, David Boud, Lin Lin, Joanna Tai, Silvia Bartolic:
The post-COVID-19 future of digital learning in higher education: Views from educators, students, and other professionals in six countries. 1750-1765 - Armaghan Montazami, Heather Ann Pearson, Adam Kenneth Dubé, Gulsah Kacmaz, Run Wen, Sabrina Shajeen Alam:
Why this app? How parents choose good educational apps from app stores. 1766-1792 - Shivsevak Negi, Ritayan Mitra:
Native language subtitling of educational videos: A multimodal analysis with eye tracking, EEG and self-reports. 1793-1816 - Weipeng Yang, Davy Tsz Kit Ng, Hongyu Gao:
Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self-regulation. 1817-1841 - Abhinava Barthakur, Vitomir Kovanovic, Srecko Joksimovic, Zhonghua Zhang, Michael C. Richey, Abelardo Pardo:
Measuring leadership development in workplace learning using automated assessments: Learning analytics and measurement theory approach. 1842-1863 - Ha Nguyen:
Let's teach Kibot: Discovering discussion patterns between student groups and two conversational agent designs. 1864-1884 - Margarida Lucas, Pedro Bem-Haja, Sandra Santos, Hugo Figueiredo, Marta Ferreira Dias, Marlene Amorim:
Digital proficiency: Sorting real gaps from myths among higher education students. 1885-1914 - Khristin Fabian, Sally Smith, Ella Taylor-Smith, Debbie Meharg:
Identifying factors influencing study skills engagement and participation for online learners in higher education during COVID-19. 1915-1936 - Jonatan Castaño-Muñoz, Artur Pokropek, Lilian Weikert García:
For to all those who have, will more be given? Evidence from the adoption of the SELFIE tool for the digital capacity of schools in Spain. 1937-1955 - Ye Chen, Li Cao, Lin Guo, Jiaming Cheng:
Driving is believing: Using telepresence robots to access makerspace for teachers in rural areas. 1956-1975 - Javier del Olmo-Muñoz, José Antonio González-Calero, Pascual D. Diago, David Arnau, Miguel Arevalillo-Herráez:
Using intra-task flexibility on an intelligent tutoring system to promote arithmetic problem-solving proficiency. 1976-1992 - Andrzej Szymkowiak, Kishokanth Jeganathan:
Predicting user acceptance of peer-to-peer e-learning: An extension of the technology acceptance model. 1993-2011 - Zhongling Pi, Yi Zhang, Dongyuan Shi, Xin Guo, Jiumin Yang:
Is self-explanation better than explaining to a fictitious student when learning from video lectures? 2012-2028 - Gizem Yildiz, Ferhan Sahin, Ezgi Dogan, Muhammet Recep Okur:
Influential factors on e-learning adoption of university students with disability: Effects of type of disability. 2029-2049 - Ze-Min Liu, Xianli Fan, Yujiao Liu, Xindong Ye:
Effects of immersive virtual reality cardiopulmonary resuscitation training on prospective kindergarten teachers' learning achievements, attitudes and self-efficacy. 2050-2070 - Yuting Chen, Ming Li, Chang-Qin Huang, Zhongmei Han, Gwo-Jen Hwang, Gang Yang:
Promoting deep writing with immersive technologies: An SVVR-supported Chinese composition writing approach for primary schools. 2071-2091
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