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ORCIDComputers & Education, Volume 161
Volume 161, February 2021
- Claudia Schrader, Robert Grassinger:
Tell me that I can do it better. The effect of attributional feedback from a learning technology on achievement emotions and performance and the moderating role of individual adaptive reactions to errors. 104028 - Julia Kasch, Peter van Rosmalen, Marco Kalz
:
Educational scalability in MOOCs: Analysing instructional designs to find best practices. 104054 - Jingxian Wang, Dineke E. H. Tigelaar, Wilfried Admiraal:
Rural teachers' sharing of digital educational resources: From motivation to behavior. 104055 - Soeun Yang, Jae Woo Lee, Hyoung-Jee Kim, Minji Kang, EunRyung Chong, Eun-mee Kim:
Can an online educational game contribute to developing information literate citizens? 104057 - Kaja Mädamürk, Heta Tuominen, Lauri Hietajärvi, Katariina Salmela-Aro:
Adolescent students' digital engagement and achievement goal orientation profiles. 104058 - Ying Xu, Dakuo Wang, Penelope Collins, Hyelim Lee, Mark Warschauer:
Same benefits, different communication patterns: Comparing Children's reading with a conversational agent vs. a human partner. 104059 - Josef Guggemos:
On the predictors of computational thinking and its growth at the high-school level. 104060 - Juan Zheng, Lingyun Huang, Shan Li, Susanne P. Lajoie, Yuxin Chen, Cindy E. Hmelo-Silver:
Self-regulation and emotion matter: A case study of instructor interactions with a learning analytics dashboard. 104061 - Jesus Alfonso D. Datu, Grace Shuk Ping Wong, Christine Rubie-Davies:
Can kindness promote media literacy skills, self-esteem, and social self-efficacy among selected female secondary school students? An intervention study. 104062 - Jieun Lim, Jennifer C. Richardson:
Predictive effects of undergraduate students' perceptions of social, cognitive, and teaching presence on affective learning outcomes according to disciplines. 104063 - Kayley M. Lyons, Nikki G. Lobczowski, Jeffrey Alan Greene, Jason Whitley, Jacqueline E. McLaughlin:
Using a design-based research approach to develop and study a web-based tool to support collaborative learning. 104064 - Miguel Barreda-Ángeles, Maria Serra-Blasco, Esther Trepat, Alexandre Pereda-Baños, Montserrat Pàmias, Diego Palao, Ximena Goldberg, Narcís Cardoner:
Development and experimental validation of a dataset of 360°-videos for facilitating school-based bullying prevention programs. 104065 - Tiffany A. Koszalka, Yuri Pavlov, Yiyan Wu:
The informed use of pre-work activities in collaborative asynchronous online discussions: The exploration of idea exchange, content focus, and deep learning. 104067 - Mark V. Janelli, Anastasiya A. Lipnevich:
Effects of pre-tests and feedback on performance outcomes and persistence in Massive Open Online Courses. 104076 - Valéria Feitosa de Moura, Cesar Alexandre de Souza, Adriana Backx Noronha Viana:
The use of Massive Open Online Courses (MOOCs) in blended learning courses and the functional value perceived by students. 104077 - Onur Dönmez, Yavuz Akbulut:
Timing and relevance of secondary tasks impact multitasking performance. 104078
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