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ORCIDComputers & Education, Volume 143
Volume 143, January 2020
- Hamood Al-Huneini, S. Aisha Walker
, Richard Badger:
Introducing tablet computers to a rural primary school: An Activity Theory case study. - Robyn L. Moffitt, Christine R. Padgett, Rachel Grieve:
Accessibility and emotionality of online assessment feedback: Using emoticons to enhance student perceptions of marker competence and warmth. - Ronny Scherer, Fazilat Siddiq, Jo Tondeur:
All the same or different? Revisiting measures of teachers' technology acceptance. - Lijia Lin, Paul Ginns, Tianhui Wang, Peilin Zhang:
Using a pedagogical agent to deliver conversational style instruction: What benefits can you obtain? - Mengxiao Zhu, Ou Lydia Liu, Hee-Sun Lee:
The effect of automated feedback on revision behavior and learning gains in formative assessment of scientific argument writing. - Chris Ferguson, Egon L. van den Broek, Herre van Oostendorp:
On the role of interaction mode and story structure in virtual reality serious games. - Juan Zheng, Wanli Xing, Gaoxia Zhu, Guanhua Chen, Henglv Zhao, Charles Xie:
Profiling self-regulation behaviors in STEM learning of engineering design. - Hans van der Meij, Paul Dunkel:
Effects of a review video and practice in video-based statistics training. - Chen Sun, Valerie J. Shute, Angela Stewart, Jade Yonehiro, Nicholas D. Duran, Sidney D'Mello:
Towards a generalized competency model of collaborative problem solving. - Emmanuel O. Acquah, Heidi T. Katz:
Digital game-based L2 learning outcomes for primary through high-school students: A systematic literature review. - Joni Lämsä, Raija Hämäläinen, Pekka Koskinen, Jouni Viiri, Joonas Mannonen:
The potential of temporal analysis: Combining log data and lag sequential analysis to investigate temporal differences between scaffolded and non-scaffolded group inquiry-based learning processes. - Xian Peng, Qinmei Xu:
Investigating learners' behaviors and discourse content in MOOC course reviews. - Nikola Tomasevic, Nikola Gvozdenovic, Sanja Vranes:
An overview and comparison of supervised data mining techniques for student exam performance prediction. - Jake Hilliard, Karen Kear, Helen Donelan, Caroline Heaney:
Students' experiences of anxiety in an assessed, online, collaborative project. - Cixiao Wang, Ting Fang, Yinxuan Gu:
Learning performance and behavioral patterns of online collaborative learning: Impact of cognitive load and affordances of different multimedia. - Ard W. Lazonder, Amber Walraven, Hannie Gijlers, Noortje Janssen:
Longitudinal assessment of digital literacy in children: Findings from a large Dutch single-school study. - Janet Mannheimer Zydney, Zachary B. Warner, Lauren Angelone:
Learning through experience: Using design based research to redesign protocols for blended synchronous learning environments. - Stefanie Vanbecelaere, Katrien Van den Berghe, Frederik Cornillie, Delphine Sasanguie, Bert Reynvoet, Fien Depaepe:
The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes. - Annelies Raes, Pieter Vanneste, Marieke Pieters, Ine Windey, Wim van den Noortgate, Fien Depaepe:
Learning and instruction in the hybrid virtual classroom: An investigation of students' engagement and the effect of quizzes. - Guan-Yu Lin:
Scripts and mastery goal orientation in face-to-face versus computer-mediated collaborative learning: Influence on performance, affective and motivational outcomes, and social ability. - Steffi Zander, Michael Montag, Stefanie Wetzel, Sven Bertel:
A gender issue? - How touch-based interactions with dynamic spatial objects support performance and motivation of secondary school students. - Eoin Whelan, A. K. M. Najmul Islam, Stoney L. Brooks:
Applying the SOBC paradigm to explain how social media overload affects academic performance. - Konstantinos Michos, Davinia Hernández-Leo:
CIDA: A collective inquiry framework to study and support teachers as designers in technological environments.
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