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ORCIDJournal of Computer Assisted Learning, Volume 31
Volume 31, Number 1, February 2015
- Sandy C. Li
, Jacky W. C. Pow, Wai Chun Cheung:
A delineation of the cognitive processes manifested in a social annotation environment. 1-13 - J. Carpio Cañada, Tomás de Jesús Mateo Sanguino, Juan Julián Merelo Guervós, Víctor Manuel Rivas Santos:
Open classroom: enhancing student achievement on artificial intelligence through an international online competition. 14-31 - P.-S. Hsu, M. Van Dyke, Yan Chen, T. J. Smith:
The effect of a graph-oriented computer-assisted project-based learning environment on argumentation skills. 32-58 - Paul A. Kirschner, Karel Kreijns, Chris Phielix, Jos Fransen:
Awareness of cognitive and social behaviour in a CSCL environment. 59-77 - N. Gunbas:
Students' mathematics word problem-solving achievement in a computer-based story. 78-95
Volume 31, Number 2, April 2015
- Amy M. Johnson, Gamze Ozogul, Martin Reisslein:
Supporting multimedia learning with visual signalling and animated pedagogical agent: moderating effects of prior knowledge. 97-115 - Jan van der Meij, Hans van der Meij:
A test of the design of a video tutorial for software training. 116-132 - J. G. Smith, S. Suzuki:
Embedded blended learning within an Algebra classroom: a multimedia capture experiment. 133-147 - Muhterem Dindar, Isil Kabakci Yurdakul, F. Inan Dönmez:
Measuring cognitive load in test items: static graphics versus animated graphics. 148-161 - Anna Potocki, Jean Écalle, Annie Magnan:
Computerized comprehension training for whom and under which conditions is it efficient? 162-175 - T.-H. Liang:
The effects of keyword cues and 3R strategy on children's e-book reading. 176-187
Volume 31, Number 3, June 2015
- David Furió, M. Carmen Juan, Ignacio Seguí, Roberto Vivó:
Mobile learning vs. traditional classroom lessons: a comparative study. 189-201 - Anita Díaz, Miguel Nussbaum, Isabel Varela:
Orchestrating the XO computer with digital and conventional resources to teach mathematics. 202-219 - Ove Edvard Hatlevik, Geir Ottestad, Inger Throndsen:
Predictors of digital competence in 7th grade: a multilevel analysis. 220-231 - M.-T. Cheng, Hsiao-Ching She, Leonard A. Annetta:
Game immersion experience: its hierarchical structure and impact on game-based science learning. 232-253 - Meilan Zhang:
Understanding the relationships between interest in online math games and academic performance. 254-267 - C.-H. Su, Ching-Hsue Cheng:
A mobile gamification learning system for improving the learning motivation and achievements. 268-286
Volume 31, Number 4, August 2015
- Zoltán Kátai:
The challenge of promoting algorithmic thinking of both sciences- and humanities-oriented learners. 287-299 - Tomi Jaakkola, Koen Veermans:
Effects of abstract and concrete simulation elements on science learning. 300-313 - Kristof De Witte, Carla Haelermans, Nicky Rogge:
The effectiveness of a computer-assisted math learning program. 314-329 - Yang-Hsueh Chen, Syh-Jong Jang, Pin-Ju Chen:
Using wikis and collaborative learning for science teachers' professional development. 330-344 - Danial Hooshyar, Rodina Binti Ahmad, Moslem Yousefi, Farrah Dina Yusop, Shi-Jinn Horng:
A flowchart-based intelligent tutoring system for improving problem-solving skills of novice programmers. 345-361 - Hyun Song Kim, Luanna Prevost, Paula P. Lemons:
Students' usability evaluation of a Web-based tutorial program for college biology problem solving. 362-377 - Royce Kimmons:
Online system adoption and K-12 academic outcomes. 378-391
Volume 31, Number 5, October 2015
- Preecha Tangworakitthaworn, Lester Gilbert, Gary B. Wills:
A conceptualization of intended learning outcomes supporting self-regulated learners in indicating learning paths. 393-404 - Elisabeth M. C. Taminiau, Liesbeth Kester, Gemma Corbalan, J. Michael Spector, Paul A. Kirschner, Jeroen J. G. van Merriënboer:
Designing on-demand education for simultaneous development of domain-specific and self-directed learning skills. 405-421 - Markus Bolzer, Jan-Willem Strijbos, Frank Fischer:
Inferring mindful cognitive-processing of peer-feedback via eye-tracking: role of feedback-characteristics, fixation-durations and transitions. 422-434 - Mario Gielen, Bram de Wever:
Structuring the peer assessment process: a multilevel approach for the impact on product improvement and peer feedback quality. 435-449 - Jon-Chao Hong, Ming-Yueh Hwang, H.-W. Chang, Kai-Hsin Tai, Yen-Chun Kuo, Y.-H. Tsai:
Internet cognitive failure and fatigue relevant to learners' self-regulation and learning progress in English vocabulary with a calibration scheme. 450-461 - Judith ter Vrugte, Ton de Jong, Pieter Wouters, Sylke Vandercruysse, Jan Elen, Herre van Oostendorp:
When a game supports prevocational math education but integrated reflection does not. 462-480 - Ching-Huei Chen, M.-H. Chou:
Enhancing middle school students' scientific learning and motivation through agent-based learning. 481-492
Volume 31, Number 6, December 2015
- Y.-H. Wang, Shelley Shwu-Ching Young:
Effectiveness of feedback for enhancing English pronunciation in an ASR-based CALL system. 493-504 - David Tawei Ku, Ya-Ping Huang, S.-C. Hus:
The effects of GBL and learning styles on Chinese idiom by using TUI device. 505-515 - Amin Zaini, G. Mazdayasna:
The impact of computer-based instruction on the development of EFL learners' writing skills. 516-528 - Yueh-Min Huang, Chia-Ju Liu, Rustam Shadiev, M.-H. Shen, Wu-Yuin Hwang:
Investigating an application of speech-to-text recognition: a study on visual attention and learning behaviour. 529-545 - Inga Glogger-Frey, Julian Kappich, Rolf Schwonke, Lars Holzäpfel, Matthias Nückles, Alexander Renkl:
Inventing motivates and prepares student teachers for computer-based learning. 546-561 - Di Mo, Linxiu Zhang, J. Wang, W. Huang, Y. Shi, Matthew Boswell, Scott Rozelle:
Persistence of learning gains from computer assisted learning: Experimental evidence from China. 562-581 - P. Juntunen, Inkeri Ruokonen, Heikki Ruismäki:
Music behind scores: case study of learning improvisation with Playback Orchestra method. 582-591 - Aleksandra Labus, Marijana Despotovic-Zrakic, Bozidar Radenkovic, Zorica Bogdanovic, Milos Radenkovic:
Enhancing formal e-learning with edutainment on social networks. 592-605 - Elizabeth Bagley, David Williamson Shaffer:
Stop talking and type: comparing virtual and face-to-face mentoring in an epistemic game. 606-622 - Goran Simic, Aleksandar Jevremovic, Zona Kostic, Dragan Dordevic:
Assessment based on Serious Gaming Interactive Questions (SGIQ). 623-637 - Srecko Joksimovic, Dragan Gasevic, Vitomir Kovanovic, Bernhard E. Riecke, Marek Hatala:
Social presence in online discussions as a process predictor of academic performance. 638-654 - Pao-Ta Yu, Bo-Yen Wang, Ming-Hsiang Su:
Lecture capture with real-time rearrangement of visual elements: impact on student performance. 655-670 - Steve Tanimoto, Robert H. Thompson, Virginia W. Berninger, William Nagy, Robert D. Abbott:
Computerized writing and reading instruction for students in grades 4-9 with specific learning disabilities affecting written language. 671-689 - Dorit Maor, K. J. Mitchem:
Can technologies make a difference for hospitalized youth: Findings from research. 690-705 - André R. Denham:
Supporting conceptual understanding of the associative and distributive properties through digital gameplay. 706-721 - Julien Morice, Nicolas Michinov, Marine Delaval, A. Sideridou, Vincent Ferrières:
Comparing the effectiveness of peer instruction to individual learning during a chromatography course. 722-733
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