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ORCIDJournal of Computer Assisted Learning, Volume 35
Volume 35, Number 1, February 2019
- Estefanía Martín
, David Roldán-Álvarez, Pablo A. Haya, Cristina Fernández-Gaullés, Cristian Guzmán, Hermelinda Quintanar:
Impact of using interactive devices in Spanish early childhood education public schools. 1-12 - Sunyoung Han, Yong Jeong Yi:
How does the smartphone usage of college students affect academic performance? 13-22 - Xiaoqing Gu, Huiying Cai:
How a semantic diagram tool influences transaction costs during collaborative problem solving. 23-33 - Louise Starkey, Jingyi Zhong:
The effect of netbook ownership on children's academic achievement in mathematics, reading, and writing. 34-41 - Hongyan Wang, Zhongling Pi, Weiping Hu:
The instructor's gaze guidance in video lectures improves learning. 42-50 - Claire Hewson, John P. Charlton:
An investigation of the validity of course-based online assessment methods: The role of computer-related attitudes and assessment mode preferences. 51-60 - Stavros Tsikinas, Stelios Xinogalos:
Studying the effects of computer serious games on people with intellectual disabilities or autism spectrum disorder: A systematic literature review. 61-73 - Ghazi Rekik, Aïmen Khacharem, Yosra Belkhir, Naila Bali, Mohamed Jarraya:
The instructional benefits of dynamic visualizations in the acquisition of basketball tactical actions. 74-81 - Etrat AlZahra Ghanaat Pisheh, Yaser NejatyJahromy, Rahim Badri Gargari, Touraj Hashemi, Eskandar Fathi-Azar:
Effectiveness of clicker-assisted teaching in improving the critical thinking of adolescent learners. 82-88 - Long Ma, Chei Sian Lee:
Investigating the adoption of MOOCs: A technology-user-environment perspective. 89-98 - Ran Liu, John C. Stamper, Jodi L. Davenport, Scott A. Crossley, Danielle S. McNamara, Kalonji Nzinga, Bruce Sherin:
Learning linkages: Integrating data streams of multiple modalities and timescales. 99-109 - Carlos García-Martínez, Rebeca Cerezo, Manuel Bermúdez, Cristóbal Romero:
Improving essay peer grading accuracy in massive open online courses using personalized weights from student's engagement and performance. 110-120 - Keith W. Maycock:
Chalk and talk versus flipped learning: A case study. 121-126 - Jochanan Veerbeek, Bart Vogelaar, Janneke Verhaegh, Wilma C. M. Resing:
Process assessment in dynamic testing using electronic tangibles. 127-142 - Marjolijn van Weerdenburg, Mariëtte Tesselhof, Henny van der Meijden:
Touch-typing for better spelling and narrative-writing skills on the computer. 143-152
Volume 35, Number 2, April 2019
- Ton de Jong:
Moving towards engaged learning in STEM domains; there is no simple answer, but clearly a road ahead. 153-167 - Akrivi Krouska, Christos Troussas, Maria Virvou:
SN-Learning: An exploratory study beyond e-learning and evaluation of its applications using EV-SNL framework. 168-177
- Hsien-Sheng Hsiao, Jyun-Chen Chen, Chien-Yu Lin, Pei-Wen Zhuo, Kuen-Yi Lin:
Using 3D printing technology with experiential learning strategies to improve preengineering students' comprehension of abstract scientific concepts and hands-on ability. 178-187 - Yen-Teh Hsia, Bin Shyan Jong, Tsong-Wuu Lin, Ji-Yang Liao:
Designating "hot" items in multiple-choice questions - A strategy for reviewing course materials. 188-196 - Denise M. Bressler, Alec M. Bodzin, Michael Shane Tutwiler:
Engaging middle school students in scientific practice with a collaborative mobile game. 197-207 - Kamila Kolpashnikova, Silvia Bartolic:
Digital divide in quantitative methods: The effects of computer-assisted instruction and students' attitudes on knowledge acquisition. 208-217 - Sabrina D. Navratil, Tim Kühl:
Learning with elaborative interrogations and the impact of learners' emotional states. 218-227 - Takamasa Iio, Ryota Maeda, Kohei Ogawa, Yuichiro Yoshikawa, Hiroshi Ishiguro, Kaori Suzuki, Tomohiro Aoki, Miharu Maesaki, Mika Hama:
Improvement of Japanese adults' English speaking skills via experiences speaking to a robot. 228-245 - Ashok Kumar Veerasamy, Daryl J. D'Souza, Rolf Lindén, Mikko-Jussi Laakso:
Relationship between perceived problem-solving skills and academic performance of novice learners in introductory programming courses. 246-255 - Aseel Zibin, Abdel Rahman Mitib Altakhaineh:
The effect of blended learning on the development of clause combining as an aspect of the acquisition of written discourse by Jordanian learners of English as a foreign language. 256-267 - Hye Yeon Lee, Alexandra List:
Processing of texts and videos: A strategy-focused analysis. 268-282 - Maria Meehan, John McCallig:
Effects on learning of time spent by university students attending lectures and/or watching online videos. 283-293 - Yavuz Samur:
Kes Sesi: A mobile game designed to improve kindergarteners' recognition of letter sounds. 294-304 - Pantelis M. Papadopoulos, Antonis Natsis, Nikolaus Obwegeser, Armin Weinberger:
Enriching feedback in audience response systems: Analysis and implications of objective and subjective metrics on students' performance and attitudes. 305-316
Volume 35, Number 3, June 2019
- Xiao-Fan Lin, Cailing Deng, Qintai Hu, Chin-Chung Tsai:
Chinese undergraduate students' perceptions of mobile learning: Conceptions, learning profiles, and approaches. 317-333 - Tarja Pietarinen, Marja Vauras, Eero Laakkonen, Riitta Kinnunen, Simone E. Volet:
High school students' perceptions of affect and collaboration during virtual science inquiry learning. 334-348 - Guido Makransky, Philip Wismer, Richard E. Mayer:
A gender matching effect in learning with pedagogical agents in an immersive virtual reality science simulation. 349-358 - Hongyou Wang, Vivien Lin, Gwo-Jen Hwang, Gi-Zen Liu:
Context-aware language-learning application in the green technology building: Which group can benefit the most? 359-377 - Tal Soffer, Anat Cohen:
Students' engagement characteristics predict success and completion of online courses. 378-389 - Sungwoong Lee, Fengfeng Ke:
The format of problem representation for in-game learning supports. 390-406 - Umit Tokac, Elena Novak, Christopher G. Thompson:
Effects of game-based learning on students' mathematics achievement: A meta-analysis. 407-420 - Bian Wu, Yiling Hu, Andrew R. Ruis, Minhong Wang:
Analysing computational thinking in collaborative programming: A quantitative ethnography approach. 421-434 - Chiou Sheng Chew, Norisma Idris, Er Fu Loh, Wen-Chi Vivian Wu, Yan Piaw Chua, Andrew Thomas Bimba:
The effects of a theory-based summary writing tool on students' summary writing. 435-449 - Cagdas Erbas, Veysel Demirer:
The effects of augmented reality on students' academic achievement and motivation in a biology course. 450-458
Volume 35, Number 4, August 2019
- Yuqin Yang:
Reflective assessment for epistemic agency of academically low-achieving students. 459-475 - Yves Blieck, Kurt Kauwenberghs, Chang Zhu, Katrien Struyven, Bram Pynoo, Koen DePryck:
Investigating the relationship between success factors and student participation in online and blended learning in adult education. 476-490 - Teemu Valtonen, Erkko T. Sointu, Jari Kukkonen, Kati Mäkitalo, Nhi Hoang, Päivi Häkkinen, Sanna Järvelä, Piia Näykki, Anne Virtanen, Susanna Pöntinen, Emma Kostiainen, Jo Tondeur:
Examining pre-service teachers' Technological Pedagogical Content Knowledge as evolving knowledge domains: A longitudinal approach. 491-502 - Bodong Chen, Tianhui Huang:
It is about timing: Network prestige in asynchronous online discussions. 503-515 - Alejandra J. Magana, Mayari I. Serrano, N. Sanjay Rebello:
A sequenced multimodal learning approach to support students' development of conceptual learning. 516-528 - Tzu-Hua Wang, Chien-Hui Kao, Yu-Ling Dai:
Developing a web-based multimedia assessment system for facilitating science laboratory instruction. 529-539 - Wilma C. M. Resing, Merel Bakker, Julian G. Elliott, Bart Vogelaar:
Dynamic testing: Can a robot as tutor be of help in assessing children's potential for learning? 540-554 - Tereza Stárková, Jirí Lukavský, Ondrej Javora, Cyril Brom:
Anthropomorphisms in multimedia learning: Attract attention but do not enhance learning? 555-568
Volume 35, Number 5, October 2019
- Walter L. Leite, Dee D. Cetin-Berber, Anne Corinne Huggins-Manley, Zachary K. Collier, Carole R. Beal:
The relationship between Algebra Nation usage and high-stakes test performance for struggling students. 569-581 - Hanneke Theelen, Antoine Van den Beemt, Perry den Brok:
Using 360-degree videos in teacher education to improve preservice teachers' professional interpersonal vision. 582-594 - Lisbeth M. Brevik:
Gamers, Surfers, Social Media Users: Unpacking the role of interest in English. 595-606 - Renée M. Filius, Renske A. M. de Kleijn, Sabine G. Uijl, Frans J. Prins, Harold V. M. van Rijen, Diederick E. Grobbee:
Audio peer feedback to promote deep learning in online education. 607-619 - Josje Lodder, Bastiaan Heeren, Johan Jeuring:
A comparison of elaborated and restricted feedback in LogEx, a tool for teaching rewriting logical formulae. 620-632 - Alexander Whitelock-Wainwright, Dragan Gasevic, Ricardo Tejeiro, Yi-Shan Tsai, Kate Bennett:
The Student Expectations of Learning Analytics Questionnaire. 633-666 - Christian Heckel, Tobias Ringeisen:
Pride and anxiety in online learning environments: Achievement emotions as mediators between learners' characteristics and learning outcomes. 667-677 - Der-Ching Yang, Iwan Andi J. Sianturi:
Assessing students' conceptual understanding using an online three-tier diagnostic test. 678-689
Volume 35, Number 6, December 2019
- Guido Makransky, Stefan Borre-Gude, Richard E. Mayer:
Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments. 691-707 - Neil Edward Barrett, Gi-Zen Liu:
Factors that influence the development and performance of academic oral presentations using a blended learning environment. 708-720 - Dami Huh, Ji-Hyun Kim, Il-Hyun Jo:
A novel method to monitoring changes in cognitive load in video-based learning. 721-730 - Eric G. Poitras, Zachary Mayne, Lingyun Huang, Laurel Udy, Susanne P. Lajoie:
Scaffolding student teachers' information-seeking behaviours with a network-based tutoring system. 731-746 - Marta Koc-Januchta, Tim N. Höffler, Marc Eckhardt, Detlev Leutner:
Does modality play a role? Visual-verbal cognitive style and multimedia learning. 747-757 - Jian-Wei Lin:
The impact of team-based learning on students with different self-regulated learning abilities. 758-768 - Mohammed Almasseri, Mohammed I. Alhojailan:
How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements. 769-781 - Daniel J. Brasier, Michael Melville, Chad Hershock, Gordon Rule:
Pairing practice and feedback with animations optimizes student learning in online module. 782-793
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