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ORCIDComputers & Education, Volume 205
Volume 205, November 2023
- Jasmin Breitwieser
, Lea Nobbe, Daniel Biedermann, Garvin Brod:
Boosting self-regulated learning with mobile interventions: Planning and prompting help children maintain a regular study routine. 104879 - Wing-Leung Yeung, Oi-Lam Ng:
Characterizing touchscreen actions in technology-enhanced embodied learning for mathematics instruction in K-12 setting - A systematic review (2010-2023). 104881 - Bowen Liu, Wendong Gui, Tiantian Gao, Yonghe Wu, Mingzhang Zuo:
Understanding self-directed learning behaviors in a computer-aided 3D design context. 104882 - Jiangping Chen, Chin-Hsi Lin, Gaowei Chen:
Adolescents' self-regulated and affective learning, teacher support and digital reading literacy: A multilevel latent profile approach. 104883 - Aneeshta Gunness, Margaret Jekanyika Matanda, Rajesh Rajaguru:
Effect of student responsiveness to instructional innovation on student engagement in semi-synchronous online learning environments: The mediating role of personal technological innovativeness and perceived usefulness. 104884 - Amos Jeng, Destiny Williams-Dobosz, Nigel Bosch, Michelle Perry:
Direct and indirect ways of being helpful in online peer help-giving interactions. 104894 - Rafael Winícius da Silva Bueno, Margaret L. Niess:
Redesigning mathematics preservice teachers' preparation for teaching with technology: A qualitative cross-case analysis using TPACK lenses. 104895 - Ha Nguyen, Morgan Diederich:
Facilitating knowledge construction in informal learning: A study of TikTok scientific, educational videos. 104896 - Jinnie Shin, Renu Balyan, Michelle P. Banawan, Tracy Arner, Walter L. Leite, Danielle S. McNamara:
Pedagogical discourse markers in online algebra learning: Unraveling instructor's communication using natural language processing. 104897 - Chih-Ming Chen, Ming-Chaun Li, Chih-Po Kuo:
A game-based learning system based on octalysis gamification framework to promote employees' Japanese learning. 104899
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