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ORCIDComputers & Education, Volume 71
Volume 71, February 2014
- María-Blanca Ibáñez-Espiga, Angela Di Serio
, Diego Villarán, Carlos Delgado Kloos:
Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. 1-13 - Juan Feldman, Ariel Monteserin, Analía Amandi:
Detecting students' perception style by using games. 14-22 - Patrick Suppes, Tie Liang, Elizabeth E. Macken, Daniel P. Flickinger:
Positive technological and negative pre-test-score effects in a four-year assessment of low socioeconomic status K-8 student learning in computer-based Math and Language Arts courses. 23-32 - Susan Pedersen, Travis Irby:
The VELscience project: Middle schoolers' engagement in student-directed inquiry within a virtual environment for learning. 33-42 - Iris Reychav, Dezhi Wu:
Exploring mobile tablet training for road safety: A uses and gratifications perspective. 43-55 - Susanne Narciss, Sergey A. Sosnovsky, Lenka Schnaubert, Eric Andres, Anja Eichelmann, George Goguadze, Erica Melis:
Exploring feedback and student characteristics relevant for personalizing feedback strategies. 56-76 - Gwo-Jen Hwang, Fan-Ray Kuo, Nian-Shing Chen, Hsueh-Ju Ho:
Effects of an integrated concept mapping and web-based problem-solving approach on students' learning achievements, perceptions and cognitive loads. 77-86 - Daniel Zingaro, Leo Porter:
Peer Instruction in computing: The value of instructor intervention. 87-96 - Annabel Latham, Keeley A. Crockett, David McLean:
An adaptation algorithm for an intelligent natural language tutoring system. 97-110 - Irene Esteban-Millat, Francisco José Martínez-López, Ruben Huertas-Garcia, Antoni Meseguer-Artola, Inma Rodríguez-Ardura:
Modelling students' flow experiences in an online learning environment. 111-123 - Mei-Mei Chang, Mei-Chen Lin:
The effect of reflective learning e-journals on reading comprehension and communication in language learning. 124-132 - Tasos Hovardas, Olia E. Tsivitanidou, Zacharias C. Zacharia:
Peer versus expert feedback: An investigation of the quality of peer feedback among secondary school students. 133-152 - Franziska Bokhorst, Johannes Moskaliuk, Ulrike Cress:
How patterns support computer-mediated exchange of knowledge-in-use. 153-164 - Philip A. Gibson, Kristi Stringer, Shelia R. Cotten, Zachary Simoni, LaToya J. O'Neal, Michael Howell-Moroney:
Changing teachers, changing students? The impact of a teacher-focused intervention on students' computer usage, attitudes, and anxiety. 165-174 - Natalia Kucirkova, David Messer, Kieron Sheehy, M. Carmen Fernández Panadero:
Children's engagement with educational iPad apps: Insights from a Spanish classroom. 175-184 - Kuo-En Chang, Chia-Tzu Chang, Huei-Tse Hou, Yao-Ting Sung, Huei-Lin Chao, Cheng-Ming Lee:
Development and behavioral pattern analysis of a mobile guide system with augmented reality for painting appreciation instruction in an art museum. 185-197 - Hyuksoon S. Song, Martin Pusic, Michael W. Nick, Umut Sarpel, Jan L. Plass, Adina L. Kalet:
The cognitive impact of interactive design features for learning complex materials in medical education. 198-205 - Chrystalla Mouza, Rachel Karchmer-Klein, Ratna Nandakumar, Sule Yilmaz Ozden, Likun Hu:
Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK). 206-221 - Chee-Kit Looi, Daner Sun, Peter Sen Kee Seow, Gean Chia:
Enacting a technology-based science curriculum across a grade level: The journey of teachers' appropriation. 222-236 - Miia Ronimus, Janne V. Kujala, Asko Tolvanen, Heikki Lyytinen:
Children's engagement during digital game-based learning of reading: The effects of time, rewards, and challenge. 237-246 - Judith Schoonenboom:
Using an adapted, task-level technology acceptance model to explain why instructors in higher education intend to use some learning management system tools more than others. 247-256 - Sandra Y. Okita:
Learning from the folly of others: Learning to self-correct by monitoring the reasoning of virtual characters in a computer-supported mathematics learning environment. 257-278 - Huang-Yao Hong, Marlene Scardamalia:
Community knowledge assessment in a knowledge building environment. 279-288 - Mingzhu Qiu, Jim Hewitt, Clare Brett:
Influence of group configuration on online discourse writing. 289-302 - Evren Eryilmaz, Ming Ming Chiu, Brian Thoms, Justin Mary, Rosemary Kim:
Design and evaluation of instructor-based and peer-oriented attention guidance functionalities in an open source anchored discussion system. 303-321
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