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ORCIDComputers & Education, Volume 78
Volume 78, September 2014
- Wilfred Wing-Fat Lau
, Allan H. K. Yuen:
Developing and validating of a perceived ICT literacy scale for junior secondary school students: Pedagogical and educational contributions. 1-9 - Dirk Börner, Marco Kalz, Marcus Specht:
Lead me gently: Facilitating knowledge gain through attention-aware ambient learning displays. 10-19 - Joyce Hwee Ling Koh, Ching Sing Chai, Lee Yong Tay:
TPACK-in-Action: Unpacking the contextual influences of teachers' construction of technological pedagogical content knowledge (TPACK). 20-29 - Marion A. Hersh:
Evaluation framework for ICT-based learning technologies for disabled people. 30-47 - Chih-Cheng Lin:
Learning English reading in a mobile-assisted extensive reading program. 48-59 - Anna R. Müller, Mandy Röder, Michael Fingerle:
Child sexual abuse prevention goes online: Introducing "Cool and Safe" and its effects. 60-65 - Katheryn R. Christy, Jesse Fox:
Leaderboards in a virtual classroom: A test of stereotype threat and social comparison explanations for women's math performance. 66-77 - Eric D. Ragan, Samuel R. Jennings, John D. Massey, Peter E. Doolittle:
Unregulated use of laptops over time in large lecture classes. 78-86 - Theodore J. Kopcha, Anne T. Ottenbreit-Leftwich, Jiyoon Jung, Derya Baser:
Examining the TPACK framework through the convergent and discriminant validity of two measures. 87-96 - Tosti Hsu-Cheng Chiang, Stephen J. H. Yang, Gwo-Jen Hwang:
Students' online interactive patterns in augmented reality-based inquiry activities. 97-108 - Susan M. Ravizza, David Z. Hambrick, Kimberly M. Fenn:
Non-academic internet use in the classroom is negatively related to classroom learning regardless of intellectual ability. 109-114 - Zuowei Wang, Xingyu Pan, Kevin F. Miller, Kai S. Cortina:
Automatic classification of activities in classroom discourse. 115-123 - Abel Rionda, Xabiel G. Pañeda, Roberto García, Gabriel Díaz Orueta, David Martínez, María Mitre, David Arbesú, Ignacio Marín:
Blended learning system for efficient professional driving. 124-139 - Karin Archer, Robert Savage, Sukhbinder Sanghera-Sidhu, Eileen Wood, Alexandra Gottardo, Victoria Chen:
Examining the effectiveness of technology use in classrooms: A tertiary meta-analysis. 140-149 - Hans van der Meij, Jan van der Meij:
A comparison of paper-based and video tutorials for software learning. 150-159 - Siu Cheung Kong:
Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. 160-173 - Mingming Zhou:
Gender difference in web search perceptions and behavior: Does it vary by task performance? 174-184 - Kyungbin Kwon, Ying-Hsiu Liu, LaShaune P. Johnson:
Group regulation and social-emotional interactions observed in computer supported collaborative learning: Comparison between good vs. poor collaborators. 185-200 - Katja Weinerth, Vincent Koenig, Martin Brunner, Romain Martin:
Concept maps: A useful and usable tool for computer-based knowledge assessment? A literature review with a focus on usability. 201-209 - Barry Lee Reynolds, Siou-Lan Wang:
An investigation of the role of article commendation and criticism in Taiwanese university students' heavy BBS usage. 210-226 - Paul Baepler, J. D. Walker, Michelle Driessen:
It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. 227-236 - Pei-Lin Liu:
Using eye tracking to understand learners' reading process through the concept-mapping learning strategy. 237-249 - Hsiang-Yee Lo, Gi-Zen Liu, Tzone-I Wang:
Learning how to write effectively for academic journals: A case study investigating the design and development of a genre-based writing tutorial system. 250-267 - Feng-Ru Sheu, Nian-Shing Chen:
Taking a signal: A review of gesture-based computing research in education. 268-277 - Jingyun Wang, Takahiko Mendori, Juan Xiong:
A language learning support system using course-centered ontology and its evaluation. 278-293 - Yavuz Akbulut:
Exploration of the antecedents of digital piracy through a structural equation model. 294-305 - Diane Keyser Wentworth, June H. Middleton:
Technology use and academic performance. 306-311 - Erhan Delen, Jeffrey Liew, Victor Willson:
Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments. 312-320 - Rebecca Polley Sanchez, Chelsea M. Bartel, Emily Brown, Melissa E. DeRosier:
The acceptability and efficacy of an intelligent social tutoring system. 321-332 - Adewale Adesina, Roger G. Stone, Firat Batmaz, Ian Jones:
Touch Arithmetic: A process-based Computer-Aided Assessment approach for capture of problem solving steps in the context of elementary mathematics. 333-343 - Anna Helga Jónsdóttir, Gunnar Stefansson:
From evaluation to learning: Some aspects of designing a cyber-university. 344-351 - Milou J. R. de Smet, Saskia Brand-Gruwel, Mariëlle Leijten, Paul A. Kirschner:
Electronic outlining as a writing strategy: Effects on students' writing products, mental effort and writing process. 352-366 - Gayane Sedrakyan, Monique Snoeck, Stephan Poelmans:
Assessing the effectiveness of feedback enabled simulation in teaching conceptual modeling. 367-382 - Luis Pablo Prieto, Pierre Tchounikine, Juan I. Asensio-Pérez, Péricles Sobreira, Yannis A. Dimitriadis:
Exploring teachers' perceptions on different CSCL script editing tools. 383-396 - Kurt De Wit, Dirk Heerwegh, Jef C. Verhoeven:
Can openness to ICT and scientific research predict the ICT skills and ICT use of bachelor's students? 397-413 - Kayode C. V. Ekwunife-Orakwue, Tian-Lih Teng:
The impact of transactional distance dialogic interactions on student learning outcomes in online and blended environments. 414-427
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