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Computers & Education, Volume 143
Volume 143, January 2020
- Hamood Al-Huneini, S. Aisha Walker
, Richard Badger:
Introducing tablet computers to a rural primary school: An Activity Theory case study. - Robyn L. Moffitt
, Christine R. Padgett
, Rachel Grieve
:
Accessibility and emotionality of online assessment feedback: Using emoticons to enhance student perceptions of marker competence and warmth. - Ronny Scherer
, Fazilat Siddiq, Jo Tondeur
:
All the same or different? Revisiting measures of teachers' technology acceptance. - Lijia Lin
, Paul Ginns
, Tianhui Wang, Peilin Zhang:
Using a pedagogical agent to deliver conversational style instruction: What benefits can you obtain? - Mengxiao Zhu
, Ou Lydia Liu, Hee-Sun Lee:
The effect of automated feedback on revision behavior and learning gains in formative assessment of scientific argument writing. - Chris Ferguson
, Egon L. van den Broek, Herre van Oostendorp:
On the role of interaction mode and story structure in virtual reality serious games. - Juan Zheng
, Wanli Xing
, Gaoxia Zhu
, Guanhua Chen, Henglv Zhao, Charles Xie:
Profiling self-regulation behaviors in STEM learning of engineering design. - Hans van der Meij
, Paul Dunkel:
Effects of a review video and practice in video-based statistics training. - Chen Sun
, Valerie J. Shute, Angela Stewart, Jade Yonehiro, Nicholas D. Duran
, Sidney D'Mello:
Towards a generalized competency model of collaborative problem solving. - Emmanuel O. Acquah
, Heidi T. Katz
:
Digital game-based L2 learning outcomes for primary through high-school students: A systematic literature review. - Joni Lämsä
, Raija Hämäläinen
, Pekka Koskinen
, Jouni Viiri, Joonas Mannonen
:
The potential of temporal analysis: Combining log data and lag sequential analysis to investigate temporal differences between scaffolded and non-scaffolded group inquiry-based learning processes. - Xian Peng, Qinmei Xu:
Investigating learners' behaviors and discourse content in MOOC course reviews. - Nikola Tomasevic
, Nikola Gvozdenovic, Sanja Vranes
:
An overview and comparison of supervised data mining techniques for student exam performance prediction. - Jake Hilliard, Karen Kear
, Helen Donelan
, Caroline Heaney
:
Students' experiences of anxiety in an assessed, online, collaborative project. - Cixiao Wang
, Ting Fang, Yinxuan Gu:
Learning performance and behavioral patterns of online collaborative learning: Impact of cognitive load and affordances of different multimedia. - Ard W. Lazonder, Amber Walraven
, Hannie Gijlers, Noortje Janssen
:
Longitudinal assessment of digital literacy in children: Findings from a large Dutch single-school study. - Janet Mannheimer Zydney, Zachary B. Warner, Lauren Angelone:
Learning through experience: Using design based research to redesign protocols for blended synchronous learning environments. - Stefanie Vanbecelaere
, Katrien Van den Berghe, Frederik Cornillie
, Delphine Sasanguie, Bert Reynvoet
, Fien Depaepe
:
The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes. - Annelies Raes
, Pieter Vanneste
, Marieke Pieters, Ine Windey
, Wim van den Noortgate
, Fien Depaepe
:
Learning and instruction in the hybrid virtual classroom: An investigation of students' engagement and the effect of quizzes. - Guan-Yu Lin
:
Scripts and mastery goal orientation in face-to-face versus computer-mediated collaborative learning: Influence on performance, affective and motivational outcomes, and social ability. - Steffi Zander
, Michael Montag, Stefanie Wetzel, Sven Bertel:
A gender issue? - How touch-based interactions with dynamic spatial objects support performance and motivation of secondary school students. - Eoin Whelan
, A. K. M. Najmul Islam, Stoney L. Brooks
:
Applying the SOBC paradigm to explain how social media overload affects academic performance. - Konstantinos Michos
, Davinia Hernández-Leo:
CIDA: A collective inquiry framework to study and support teachers as designers in technological environments.
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