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ORCIDComputers & Education, Volume 56
Volume 56, Number 1, January 2011
- David Joseph Brown:
Some uses of educational and assistive technology for people with disabilities. 1 - Penny J. Standen, C. Camm, Steven Battersby, David J. Brown
, M. Harrison:
An evaluation of the Wii Nunchuk as an alternative assistive device for people with intellectual and physical disabilities using switch controlled software. 2-10 - David J. Brown, David McHugh, Penny J. Standen, Lindsay J. Evett, Nick Shopland, Steven Battersby:
Designing location-based learning experiences for people with intellectual disabilities and additional sensory impairments. 11-20 - Thomas Hainey, Thomas M. Connolly, Mark Stansfield, Elizabeth A. Boyle:
Evaluation of a game to teach requirements collection and analysis in software engineering at tertiary education level. 21-35 - Karen Moss, Mark Crowley:
Effective learning in science: The use of personal response systems with a wide range of audiences. 36-43 - Michael Mawdesley, Gavin Long, Saad H. Al-Jibouri, D. Scott:
The enhancement of simulation based learning exercises through formalised reflection, focus groups and group presentation. 44-52
- Nian-Shing Chen, Kinshuk, Chun-Wang Wei, Chia-Chi Liu:
Effects of matching teaching strategy to thinking style on learner's quality of reflection in an online learning environment. 53-64 - Gi-Zen Liu, Zih-Hui Liu, Gwo-Jen Hwang:
Developing multi-dimensional evaluation criteria for English learning websites with university students and professors. 65-79 - Wolmet Barendregt, Tilde Bekker:
The influence of the level of free-choice learning activities on the use of an educational computer game. 80-90 - Douglas D. Agyei, Joke Voogt:
Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers' use of technology. 91-100 - Ron Chi-Wai Kwok, Shuk Han Cheng, Horace Ho-Shing Ip, Joseph Siu-Lung Kong:
Design of affectively evocative smart ambient media for learning. 101-111 - Young Hoan Cho, Jaejin Lee, David H. Jonassen:
The role of tasks and epistemological beliefs in online peer questioning. 112-126 - Nienke Vos, Henny van der Meijden, Eddie Denessen:
Effects of constructing versus playing an educational game on student motivation and deep learning strategy use. 127-137 - Jung-Chuan Yen, Chun-Yi Lee:
Exploring problem solving patterns and their impact on learning achievement in a blended learning environment. 138-145 - Yu-Chu Yeh, Ling-yi Huang, Yi-ling Yeh:
Knowledge management in blended learning: Effects on professional development in creativity instruction. 146-156 - Jeng-Yi Tzeng:
Perceived values and prospective users' acceptance of prospective technology: The case of a career eportfolio system. 157-165 - Alice Rubin-Vaughan, Debra Pepler, Steven Brown, Wendy Craig:
Quest for the Golden Rule: An effective social skills promotion and bullying prevention program. 166-175 - Tim Kühl, Katharina Scheiter, Peter Gerjets, Sven Gemballa:
Can differences in learning strategies explain the benefits of learning from static and dynamic visualizations? 176-187 - Nikolaos Vernadakis, Panagiotis Antoniou, Maria Giannousi, Eleni Zetou, Efthimis Kioumourtzoglou:
Comparing hybrid learning with traditional approaches on learning the Microsoft Office Power Point 2003 program in tertiary education. 188-199 - Michele D. Dickey:
World of Warcraft and the impact of game culture and play in an undergraduate game design course. 200-209 - Will Wai-Kit Ma, Allan Hoi Kau Yuen:
Understanding online knowledge sharing: An interpersonal relationship perspective. 210-219 - Tiantian Wang, Xiaohong Su, Peijun Ma, Yuying Wang, Kuanquan Wang:
Ability-training-oriented automated assessment in introductory programming course. 220-226 - George Triantafyllakos, George Palaigeorgiou, Ioannis A. Tsoukalas:
Designing educational software with students through collaborative design games: The We!Design&Play framework. 227-242 - Nicolas Michinov, Sophie Brunot, Olivier Le Bohec, Jacques Juhel, Marine Delaval:
Procrastination, participation, and performance in online learning environments. 243-252 - Cho Kin Cheng, Dwayne E. Paré, Lisa-Marie Collimore, Steve Joordens:
Assessing the effectiveness of a voluntary online discussion forum on improving students' course performance. 253-261 - Mahmoud Abdulwahed, Zoltán K. Nagy:
The TriLab, a novel ICT based triple access mode laboratory education model. 262-274 - Ernestina Etchemendy, Rosa María Baños, Cristina Botella, Diana Castilla, Mariano Alcañiz Raya, Paloma Rasal, Luis Farfallini:
An e-health platform for the elderly population: The butler system. 275-279 - Ferran Ferrer, Esther Belvís, Jordi Pàmies:
Tablet PCs, academic results and educational inequalities. 280-288 - Ling-Hsiu Chen:
Enhancement of student learning performance using personalized diagnosis and remedial learning system. 289-299 - Pei-Yu Wang, Brandon K. Vaughn, Min Liu:
The impact of animation interactivity on novices' learning of introductory statistics. 300-311 - Steinar Thorvaldsen, Gunstein Egeberg, Geir Olaf Pettersen, Lars Vavik:
Digital dysfunctions in primary school: A pilot study. 312-319
Volume 56, Number 2, February 2011
- Ning Ding, R. J. Bosker, Egbert G. Harskamp:
Exploring gender and gender pairing in the knowledge elaboration processes of students using computer-supported collaborative learning. 325-336 - Fakhroddin Noorbehbahani, Ahmad A. Kardan:
The automatic assessment of free text answers using a modified BLEU algorithm. 337-345 - Ling Zhao, Yaobin Lu, Bin Wang, Wayne Huang:
What makes them happy and curious online? An empirical study on high school students' Internet use from a self-determination theory perspective. 346-356 - Theresa Doyle, Inmaculada Arnedillo Sánchez:
Using multimedia to reveal the hidden code of everyday behaviour to children with autistic spectrum disorders (ASDs). 357-369 - Reynol Junco, Shelia R. Cotten:
Perceived academic effects of instant messaging use. 370-378 - Patrick Sins, Elwin R. Savelsbergh, Wouter R. van Joolingen, Bernadette H. A. M. van Hout-Wolters:
Effects of face-to-face versus chat communication on performance in a collaborative inquiry modeling task. 379-387 - C. Paul Newhouse:
Using IT to assess IT: Towards greater authenticity in summative performance assessment. 388-402 - Minchi C. Kim, Michael J. Hannafin:
Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice. 403-417 - Patrick Buckley, John Garvey, Fergal McGrath:
A case study on using prediction markets as a rich environment for active learning. 418-428 - Anoush Margaryan, Allison Littlejohn, Gabrielle Vojt:
Are digital natives a myth or reality? University students' use of digital technologies. 429-440 - Liping Deng, Allan H. K. Yuen:
Towards a framework for educational affordances of blogs. 441-451 - Chi-Cheng Chang, Kuo-Hung Tseng, Hsiu-Ping Yueh, Wei-Chien Lin:
Consideration factors and adoption of type, tabulation and framework for creating e-portfolios. 452-465 - William R. Watson, Christopher J. Mong, Constance A. Harris:
A case study of the in-class use of a video game for teaching high school history. 466-474 - Isabel C. Moura, Natascha van Hattum-Janssen:
Teaching a CS introductory course: An active approach. 475-483 - Fu-Yun Yu:
Multiple peer-assessment modes to augment online student question-generation processes. 484-494 - Daniel Stricker, David Weibel, Bartholomäus Wissmath:
Efficient learning using a virtual learning environment in a university class. 495-504 - Yanghee Kim, Quan Wei:
The impact of learner attributes and learner choice in an agent-based environment. 505-514 - Kan-Min Lin:
e-Learning continuance intention: Moderating effects of user e-learning experience. 515-526 - Young-Jin Lee:
Empowering teachers to create educational software: A constructivist approach utilizing Etoys, pair programming and cognitive apprenticeship. 527-538 - Diane Jass Ketelhut, Catherine C. Schifter:
Teachers and game-based learning: Improving understanding of how to increase efficacy of adoption. 539-546
Volume 56, Number 3, April 2011
- Sarantos Psycharis:
The computational experiment and its effects on approach to learning and beliefs on physics. 547-555 - Sharona T. Levy, Uri Wilensky:
Mining students' inquiry actions for understanding of complex systems. 556-573 - Bruce M. McLaren, Krista E. DeLeeuw, Richard E. Mayer:
Polite web-based intelligent tutors: Can they improve learning in classrooms? 574-584 - Rebecca Eynon, Lars-Erik Malmberg:
A typology of young people's Internet use: Implications for education. 585-595 - Johannes C. Cronjé:
Using Hofstede's cultural dimensions to interpret cross-cultural blended teaching and learning. 596-603 - Dennis Charsky, William Ressler:
"Games are made for fun": Lessons on the effects of concept maps in the classroom use of computer games. 604-615 - Errikos Ventouras, Dimos Triantis, Panagiotis Tsiakas, Charalampos Stergiopoulos:
Comparison of oral examination and electronic examination using paired multiple-choice questions. 616-624 - Terry S. Judd, Gregor E. Kennedy:
Measurement and evidence of computer-based task switching and multitasking by 'Net Generation' students. 625-631 - Deoksoon Kim:
Incorporating podcasting and blogging into a core task for ESOL teacher candidates. 632-641 - Steven Lonn, Stephanie D. Teasley, Andrew E. Krumm:
Who needs to do what where?: Using learning management systems on residential vs. commuter campuses. 642-649 - Lijia Lin, Robert K. Atkinson:
Using animations and visual cueing to support learning of scientific concepts and processes. 650-658 - Ida Kubiszewski, Thomas Noordewier, Robert Costanza:
Perceived credibility of Internet encyclopedias. 659-667 - Josef Künsting, Joachim Wirth, Fred Paas:
The goal specificity effect on strategy use and instructional efficiency during computer-based scientific discovery learning. 668-679 - Chang Woo Nam, Ronald D. Zellner:
The relative effects of positive interdependence and group processing on student achievement and attitude in online cooperative learning. 680-688 - Mehmet Akif Ocak:
Why are faculty members not teaching blended courses? Insights from faculty members. 689-699 - Oscar Ardaiz-Villanueva, Xabier Nicuesa Chacón, Oscar Brene Artazcoz, María Luisa Sanz de Acedo Lizarraga, María Teresa Sanz de Acedo Baquedano:
Evaluation of computer tools for idea generation and team formation in project-based learning. 700-711 - Huei-Tse Hou:
A case study of online instructional collaborative discussion activities for problem-solving using situated scenarios: An examination of content and behavior cluster analysis. 712-719 - Hüseyin Uzunboylu, Hüseyin Bicen, Nadire Cavus:
The efficient virtual learning environment: A case study of web 2.0 tools and Windows live spaces. 720-726 - Jelle de Boer, Piet Kommers, Bert de Brock:
Using learning styles and viewing styles in streaming video. 727-735 - Zhi-Jin Zhong:
From access to usage: The divide of self-reported digital skills among adolescents. 736-746 - Ching-Yieh Lee, Peter Jen Der Pan, Ching-Jung Liao:
Impacts and preferences study for e-HO as a holistic learning environment complementary to e-Learning. 747-759 - JaMee Kim, WonGyu Lee:
An analysis of educational informatization level of students, teachers, and parents: In Korea. 760-768 - Tassos A. Mikropoulos, Antonis Natsis:
Educational virtual environments: A ten-year review of empirical research (1999-2009). 769-780 - Chorng-Shiuh Koong, Chi-Ying Wu:
The applicability of interactive item templates in varied knowledge types. 781-801 - Chung-Yang Chen, Kao-Chiuan Teng:
The design and development of a computerized tool support for conducting senior projects in software engineering education. 802-817 - M. Victoria López-Pérez, M. Carmen Pérez-López, Lázaro Rodríguez Ariza:
Blended learning in higher education: Students' perceptions and their relation to outcomes. 818-826 - Nabeel A. Y. Al-Qirim:
Determinants of interactive white board success in teaching in higher education institutions. 827-838 - Miri Barak, Tamar Ashkar, Yehudit Judy Dori:
Learning science via animated movies: Its effect on students' thinking and motivation. 839-846 - Shihkuan Hsu:
Who assigns the most ICT activities? Examining the relationship between teacher and student usage. 847-855 - Ana-Maria Bliuc, Robert A. Ellis, Peter Goodyear, Leanne Piggott:
A blended learning Approach to teaching foreign policy: Student experiences of learning through face-to-face and online discussion and their relationship to academic performance. 856-864 - Jason M. Tangen, Merryn D. Constable, Eric Durrant, Chris Teeter, Brett R. Beston, Joseph A. Kim:
The role of interest and images in slideware presentations. 865-872 - Chen-Chung Liu, Holly S. L. Chen, Ju-Ling Shih, Guo-Ting Huang, Baw-Jhiune Liu:
An enhanced concept map approach to improving children's storytelling ability. 873-884 - Aleksandra Klasnja-Milicevic, Boban Vesin, Mirjana Ivanovic, Zoran Budimac:
E-Learning personalization based on hybrid recommendation strategy and learning style identification. 885-899 - B. Darab, Gholam A. Montazer:
An eclectic model for assessing e-learning readiness in the Iranian universities. 900-910 - José Juan Castro Sánchez, Elena Chirino Alemán:
Teachers' opinion survey on the use of ICT tools to support attendance-based teaching. 911-915 - Yasar Guneri Sahin:
A team building model for software engineering courses term projects. 916-922 - Caroline F. Timmers, Bernard P. Veldkamp:
Attention paid to feedback provided by a computer-based assessment for learning on information literacy. 923-930
Volume 56, Number 4, May 2011
- Patrícia B. Scherer Bassani:
Interpersonal exchanges in discussion forums: A study of learning communities in distance learning settings. 931-938 - Chien Chou, Huan-Chueh Wu, Chao-Hsiu Chen:
Re-visiting college students' attitudes toward the Internet-based on a 6-T model: Gender and grade level difference. 939-947 - Hui-Min Lai, Chin-Pin Chen:
Factors influencing secondary school teachers' adoption of teaching blogs. 948-960 - Zehui Zhan, Fuyin Xu, Huiwen Ye:
Effects of an online learning community on active and reflective learners' learning performance and attitudes in a face-to-face undergraduate course. 961-968 - Helena Silva, Rosa Pinho, Lísia Lopes, António J. A. Nogueira, Paulo Silveira:
Illustrated plant identification keys: An interactive tool to learn botany. 969-973 - Jef Peeraer, Peter Van Petegem:
ICT in teacher education in an emerging developing country: Vietnam's baseline situation at the start of 'The Year of ICT'. 974-982 - Didier Acier, Laurence Kern:
Problematic Internet use: Perceptions of addiction counsellors. 983-989 - SeungEun Cha, Soo Jin Jun, Dai Yong Kwon, Hansung Kim, SeungBum Kim, JaMee Kim, Young Ae Kim, Sun-Gwan Han, Soon Sik Seo, Woo Cheon Jun, Hyun Cheol Kim, Won-Gyu Lee:
Measuring achievement of ICT competency for students in Korea. 990-1002 - Freddy Mampadi, Sherry Y. Chen, Gheorghita Ghinea, Ming-Puu Chen:
Design of adaptive hypermedia learning systems: A cognitive style approach. 1003-1011 - Shih-Hsiung Liu:
Factors related to pedagogical beliefs of teachers and technology integration. 1012-1022 - Gwo-Jen Hwang, Hsun-Fang Chang:
A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. 1023-1031 - Vasileios Terzis, Anastasios A. Economides:
The acceptance and use of computer based assessment. 1032-1044 - Neven A. M. El Sayed, Hala Helmy Zayed, Mohamed I. Sharawy:
ARSC: Augmented reality student card. 1045-1061 - Tzu-Hua Wang:
Implementation of Web-based dynamic assessment in facilitating junior high school students to learn mathematics. 1062-1071 - King Luu, John G. Freeman:
An analysis of the relationship between information and communication technology (ICT) and scientific literacy in Canada and Australia. 1072-1082
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