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ORCIDComputers & Education, Volume 88
Volume 88, October 2015
- Chrystalla Mouza
, Tommi Barrett-Greenly:
Bridging the app gap: An examination of a professional development initiative on mobile learning in urban schools. 1-14 - Nancy D. Pacheco-Venegas, Gilberto López, María Andrade-Aréchiga:
Conceptualization, development and implementation of a web-based system for automatic evaluation of mathematical expressions. 15-28 - Anissa All, Elena Patricia Núñez Castellar, Jan Van Looy:
Towards a conceptual framework for assessing the effectiveness of digital game-based learning. 29-37 - Raija Hämäläinen, Bram de Wever, Antero Malin, Sebastiano Cincinnato:
Education and working life: VET adults' problem-solving skills in technology-rich environments. 38-47 - Kristine Ludvigsen, Rune Johan Krumsvik, Bjarte Furnes:
Creating formative feedback spaces in large lectures. 48-63 - Brett L. Levy, Wayne Journell, Yi He, Brian Towns:
Students blogging about politics: A study of students' political engagement and a teacher's pedagogy during a semester-long political blog assignment. 64-71 - Katie Davis, Simrat Singh:
Digital badges in afterschool learning: Documenting the perspectives and experiences of students and educators. 72-83 - Jehad Imlawi, Dawn G. Gregg, Jahangir Karimi:
Student engagement in course-based social networks: The impact of instructor credibility and use of communication. 84-96 - Yusuf Ay, Engin Karadag, M. Bahaddin Acat:
The Technological Pedagogical Content Knowledge-practical (TPACK-Practical) model: Examination of its validity in the Turkish culture via structural equation modeling. 97-108 - Jon-Chao Hong, Min-Pei Lin, Ming-Yueh Hwang, Kai-Hsin Tai, Yen-Chun Kuo:
Comparing animated and static modes in educational gameplay on user interest, performance and gameplay anxiety. 109-118 - José María Luzón, Emilio Letón:
Use of animated text to improve the learning of basic mathematics. 119-128 - Élise Lavoué, Gaëlle Molinari, Yannick Prié, Safè Khezami:
Reflection-in-action markers for reflection-on-action in Computer-Supported Collaborative Learning settings. 129-142 - Ya-Ting Carolyn Yang, Chi-Jane Wang, Meng-Fang Tsai, Jeen-Shing Wang:
Technology-enhanced game-based team learning for improving intake of food groups and nutritional elements. 143-159 - Valentin Riemer, Claudia Schrader:
Learning with quizzes, simulations, and adventures: Students' attitudes, perceptions and intentions to learn with different types of serious games. 160-168 - Chuen-Tsai Sun, Shu-Hao Ye, Yu-Ju Wang:
Effects of commercial video games on cognitive elaboration of physical concepts. 169-181 - Yuan-Hsuan Lee:
Facilitating critical thinking using the C-QRAC collaboration script: Enhancing science reading literacy in a computer-supported collaborative learning environment. 182-191 - Ann DeSmet, Nathalie Aelterman, Sara Bastiaensens, Katrien Van Cleemput, Karolien Poels, Heidi Vandebosch, Greet Cardon, Ilse De Bourdeaudhuij:
Secondary school educators' perceptions and practices in handling cyberbullying among adolescents: A cluster analysis. 192-201 - Ronny Scherer, Fazilat Siddiq, Timothy Teo:
Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning. 202-214 - Chih-Yueh Chou, K. Robert Lai, Po-Yao Chao, Chung Hsien Lan, Tsung-Hsin Chen:
Negotiation based adaptive learning sequences: Combining adaptivity and adaptability. 215-226 - Siu Cheung Kong, Yanjie Song:
An experience of personalized learning hub initiative embedding BYOD for reflective engagement in higher education. 227-240 - Ahlam Lee:
Determining the effects of computer science education at the secondary level on STEM major choices in postsecondary institutions in the United States. 241-255 - Rabia Meryem Yilmaz, Ozlem Baydas, Türkan Karakus, Yüksel Göktas:
An examination of interactions in a three-dimensional virtual world. 256-267 - Marion Engin, Senem Donanci:
Dialogic teaching and iPads in the EAP classroom. 268-279 - Yi-Chun Lin, Tzu-Chien Liu, John Sweller:
Improving the frame design of computer simulations for learning: Determining the primacy of the isolated elements or the transient information effects. 280-291 - Xianmin Yang, Xiaojie Li, Ting Lu:
Using mobile phones in college classroom settings: Effects of presentation mode and interest on concentration and achievement. 292-302 - Tzu-Chien Liu, Yi-Chun Lin, Yuan Gao, Shih-Ching Yeh, Slava Kalyuga:
Does the redundancy effect exist in electronic slideshow assisted lecturing? 303-314 - Yajun Cheng, Hongwei Jiang:
Instant messenger-based online discourse platform and its impacts on students' academic performances: An exploratory study in art and design education. 315-326 - David Passig:
Revisiting the Flynn Effect through 3D Immersive Virtual Reality (IVR). 327-342 - Matt Bower, Daniel Sturman:
What are the educational affordances of wearable technologies? 343-353 - Thomas Wanner, Edward Palmer:
Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. 354-369 - Mario Gielen, Bram de Wever:
Scripting the role of assessor and assessee in peer assessment in a wiki environment: Impact on peer feedback quality and product improvement. 370-386 - Ignacio Jara, Magdalena Claro, Juan Enrique Hinostroza, Ernesto San Martín, Patricio Rodríguez, Tania Cabello, Andrea Ibieta, Christian Labbé:
Understanding factors related to Chilean students' digital skills: A mixed methods analysis. 387-398 - Ben Chang, Sherry Y. Chen, Sin-Ni Jhan:
The influences of an interactive group-based videogame: Cognitive styles vs. prior ability. 399-407
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