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ORCIDComputers & Education, Volume 81
Volume 81, February 2015
- Gabriela Christoph, Frank Goldhammer
, Johannes Zylka, Johannes Hartig:
Adolescents' computer performance: The role of self-concept and motivational aspects. 1-12 - Gwo-Jen Hwang, Li-Yu Chiu, Chih-Hung Chen:
A contextual game-based learning approach to improving students' inquiry-based learning performance in social studies courses. 13-25 - Muhterem Dindar, Yavuz Akbulut:
Role of self-efficacy and social appearance anxiety on gaming motivations of MMOFPS players. 26-34 - Birgit Schmitz, Roland Klemke, Jaap Walhout, Marcus Specht:
Attuning a mobile simulation game for school children using a design-based research approach. 35-48 - Teemu Valtonen, Jari Kukkonen, Sini Kontkanen, Kari Sormunen, Patrick Dillon, Erkko T. Sointu:
The impact of authentic learning experiences with ICT on pre-service teachers' intentions to use ICT for teaching and learning. 49-58 - Wenliang He, Daniel Gajski, George Farkas, Mark Warschauer:
Implementing flexible hybrid instruction in an electrical engineering course: The best of three worlds? 59-68 - Trevor J. Barrett, Andrew T. Stull, Ted M. Hsu, Mary Hegarty:
Constrained interactivity for relating multiple representations in science: When virtual is better than real. 69-81 - Weiyu Zhang:
Learning variables, in-class laptop multitasking and academic performance: A path analysis. 82-88 - Minna Puustinen, Josie Bernicot, Olga Volckaert-Legrier, Michael J. Baker:
Naturally occurring help-seeking exchanges on a homework help forum. 89-101 - Dongqing Wang, Hou Han, Zehui Zhan, Jun Xu, Quanbo Liu, Guangjie Ren:
A problem solving oriented intelligent tutoring system to improve students' acquisition of basic computer skills. 102-112 - Silas Formunyuy Verkijika, Lizette de Wet:
Using a brain-computer interface (BCI) in reducing math anxiety: Evidence from South Africa. 113-122 - Ellen Vanderhoven, Annelies Raes, Hannelore Montrieux, Tijs Rotsaert, Tammy Schellens:
What if pupils can assess their peers anonymously? A quasi-experimental study. 123-132 - Dragana Glusac, Vesna Makitan, Dijana Karuovic, Dragica Radosav, Dusanka Milanov:
Adolescents' informal computer usage and their expectations of ICT in teaching - Case study: Serbia. 133-142 - Yu-Chu Yeh, Guey-Jen Lai, Chun-Fu Lin, Chung-Wei Lin, Hua-Chun Sun:
How stress influences creativity in game-based situations: Analysis of stress hormones, negative emotions, and working memory. 143-153 - Virginia W. Berninger, William Nagy, Steve Tanimoto, Robert H. Thompson, Robert D. Abbott:
Computer instruction in handwriting, spelling, and composing for students with specific learning disabilities in grades 4-9. 154-168 - Sule Betul Tosuntas, Engin Karadag, Sevil Orhan:
The factors affecting acceptance and use of interactive whiteboard within the scope of FATIH project: A structural equation model based on the Unified Theory of acceptance and use of technology. 169-178 - Kara D. Sage, Nikole Bonacorsi, Sarah Izzo, Abigail Quirk:
Controlling the slides: Does clicking help adults learn? 179-190 - Elson Szeto:
Community of Inquiry as an instructional approach: What effects of teaching, social and cognitive presences are there in blended synchronous learning and teaching? 191-201 - Shane Barry, Karen Murphy, Steve Drew:
From deconstructive misalignment to constructive alignment: Exploring student uses of mobile technologies in university classrooms. 202-210 - Sue Bennett, Shirley Agostinho, Lori Lockyer:
Technology tools to support learning design: Implications derived from an investigation of university teachers' design practices. 211-220 - Xiaodong Wei, Dongdong Weng, Yue Liu, Yongtian Wang:
Teaching based on augmented reality for a technical creative design course. 221-234 - Ebrahim Rahimi, Jan van den Berg, Wim Veen:
Facilitating student-driven constructing of learning environments using Web 2.0 personal learning environments. 235-246 - Anne Öman, Lars Svensson:
Similar products different processes: Exploring the orchestration of digital resources in a primary school project. 247-258 - Fu-Hsing Tsai, Chin-Chung Tsai, Kuen-Yi Lin:
The evaluation of different gaming modes and feedback types on game-based formative assessment in an online learning environment. 259-269 - Amy M. Johnson, Jana Reisslein, Martin Reisslein:
Transitional feedback schedules during computer-based problem-solving practice. 270-280 - Ya-Ting Carolyn Yang:
Virtual CEOs: A blended approach to digital gaming for enhancing higher order thinking and academic achievement among vocational high school students. 281-295 - Miguel Ardid, José A. Gómez-Tejedor, José M. Meseguer-Dueñas, Jaime Riera, Ana Vidaurre:
Online exams for blended assessment. Study of different application methodologies. 296-303 - Jianzhong Xu:
Investigating factors that influence conventional distraction and tech-related distraction in math homework. 304-314 - Min-Ling Hung, Chien Chou:
Students' perceptions of instructors' roles in blended and online learning environments: A comparative study. 315-325 - Koen Aesaert, Johan van Braak, Daniël van Nijlen, Ruben Vanderlinde:
Primary school pupils' ICT competences: Extensive model and scale development. 326-344 - Ove Edvard Hatlevik, Gréta Björk Guðmundsdóttir, Massimo Loi:
Digital diversity among upper secondary students: A multilevel analysis of the relationship between cultural capital, self-efficacy, strategic use of information and digital competence. 345-353 - Olga C. Santos, Jesus Boticario:
Practical guidelines for designing and evaluating educationally oriented recommendations. 354-374
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