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ORCIDComputers & Education, Volume 113
Volume 113, October 2017
- Isa Jahnke
, Peter Bergström, Eva Mårell-Olsson, Lars Häll, Swapna Kumar:
Digital Didactical Designs as research framework: iPad integration in Nordic schools. 1-15 - Ilana Dubovi, Sharona T. Levy, Efrat Dagan:
Now I know how! The learning process of medication administration among nursing students with non-immersive desktop virtual reality simulation. 16-27 - Steve Nebel, Sascha Schneider, Maik Beege, Günter Daniel Rey:
Leaderboards within educational videogames: The impact of difficulty, effort and gameplay. 28-41 - Juan Antonio Caballero, Manuel Palomo-Duarte, Juan Manuel Dodero:
Skill assessment in learning experiences based on serious games: A Systematic Mapping Study. 42-60 - Iris Reychav, Roger McHaney:
The relationship between gender and mobile technology use in collaborative learning settings: An empirical investigation. 61-74 - Chin-Hsi Lin, Yining Zhang, Binbin Zheng:
The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. 75-85 - Matthew Barr:
Video games can develop graduate skills in higher education students: A randomised trial. 86-97 - Margot van Wermeskerken, Tamara van Gog:
Seeing the instructor's face and gaze in demonstration video examples affects attention allocation but not learning. 98-107 - Hyo-Jung Kim, Jin-Myong Lee, Jong-Youn Rha:
Understanding the role of user resistance on mobile learning usage among university students. 108-118 - Carla Haelermans, Joris Ghysels:
The effect of individualized digital practice at home on math skills-Evidence from a two-stage experiment on whether and why it works. 119-134 - Tina N. Hohlfeld, Albert D. Ritzhaupt, Kara M. Dawson, Matthew L. Wilson:
An examination of seven years of technology integration in Florida schools: Through the lens of the Levels of Digital Divide in Schools. 135-161 - Yi-Hsuan Wang:
Exploring the effectiveness of integrating augmented reality-based materials to support writing activities. 162-176 - Raheela Asif, Agathe Merceron, Syed Abbas Ali, Najmi Ghani Haider:
Analyzing undergraduate students' performance using educational data mining. 177-194 - Charline Grossard, Ouriel Grynszpan, Sylvie Serret, Anne-Lise Jouen, Kevin Bailly, David Cohen:
Serious games to teach social interactions and emotions to individuals with autism spectrum disorders (ASD). 195-211 - Andreas Gegenfurtner, Erno Lehtinen, Halszka Jarodzka, Roger Säljö:
Effects of eye movement modeling examples on adaptive expertise in medical image diagnosis. 212-225 - Charoula Angeli, Sarah K. Howard, Jun Ma, Jie Yang, Paul A. Kirschner:
Data mining in educational technology classroom research: Can it make a contribution? 226-242 - Martin Formánek, Matthew C. Wenger, Sanlyn R. Buxner, Christopher Impey, Tenzin Sonam:
Insights about large-scale online peer assessment from an analysis of an astronomy MOOC. 243-262 - Yu-Cin Jian, Hwa-Wei Ko:
Influences of text difficulty and reading ability on learning illustrated science texts for children: An eye movement study. 263-279 - Ove Edvard Hatlevik, Ronny Scherer, Knut-Andreas Christophersen:
Moving beyond the study of gender differences: An analysis of measurement invariance and differential item functioning of an ICT literacy scale. 280-293 - Gloria Yi-Ming Kao, Chieh-Han Chiang, Chuen-Tsai Sun:
Customizing scaffolds for game-based learning in physics: Impacts on knowledge acquisition and game design creativity. 294-312 - Sahar Bokosmaty, Myrto-Foteini Mavilidi, Fred Paas:
Making versus observing manipulations of geometric properties of triangles to learn geometry using dynamic geometry software. 313-326 - Alexander Krasilnikov, Anna Smirnova:
Online social adaptation of first-year students and their academic performance. 327-338 - Johanna Maria Paul, Mônica Macedo-Rouet, Jean-François Rouet, Marc Stadtler:
Why attend to source information when reading online? The perspective of ninth grade students from two different countries. 339-354
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