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ORCIDInteractive Learning Environments, Volume 24
Volume 24, Number 1, 2016
- Pericles 'Asher' Rospigliosi
:
Learning from each other. 1-2
- Hsiu-Mei Huang, Shu-Sheng Liaw, Chung-Min Lai:
Exploring learner acceptance of the use of virtual reality in medical education: a case study of desktop and projection-based display systems. 3-19 - Hasan Çakir, Barbara A. Bichelmeyer:
Effects of teacher professional characteristics on student achievement: an investigation in blended learning environment with standards-based curriculum. 20-32 - Katerina Avramides, Brock Craft, Rosemary Luckin:
Understanding teenagers' personal contexts to design technology that supports learning about energy consumption. 33-48 - Oskar Casquero, Ramón Ovelar, Jesús Romo, Manuel Benito, Mikel Alberdi:
Students' personal networks in virtual and personal learning environments: a case study in higher education using learning analytics approach. 49-67 - Luca Magni:
Anonymously productive and socially engaged while learning at work. 68-84 - Murat Öztok:
Reconceptualizing the pedagogical value of student facilitation. 85-95 - Chih-Ming Chen, Chia-Chen Tan, Bey-Jane Lo:
Facilitating English-language learners' oral reading fluency with digital pen technology. 96-118 - Sherry Y. Chen, Pei-Ren Huang, Yu-Cheng Shih, Li-Ping Chang:
Investigation of multiple human factors in personalized learning. 119-141 - Andrew Stoddart, Joe Yong-Yi Chan, Gi-Zen Liu:
Enhancing successful outcomes of wiki-based collaborative writing: a state-of-the-art review of facilitation frameworks. 142-157 - Mark Bilandzic:
Connected learning in the library as a product of hacking, making, social diversity and messiness. 158-177 - Ya-Hui Hsieh, Yi-Chun Lin, Huei-Tse Hou:
Exploring the role of flow experience, learning performance and potential behavior clusters in elementary students' game-based learning. 178-193 - Alieke Mattia van Dijk, Ard W. Lazonder:
Scaffolding students' use of learner-generated content in a technology-enhanced inquiry learning environment. 194-204 - Hsien-Sheng Hsiao, Cheng-Sian Chang, Chien-Yu Lin, Yau-Zng Wang:
Weather observers: a manipulative augmented reality system for weather simulations at home, in the classroom, and at a museum. 205-223 - Constance A. Lightner, Carin A. Lightner-Laws:
A blended model: simultaneously teaching a quantitative course traditionally, online, and remotely. 224-238 - Jon-Chao Hong, Ming-Yueh Hwang, Yeu-Ting Liu, Pei-Hsin Lin, Yi-Ling Chen:
The role of pre-game learning attitude in the prediction to competitive anxiety, perceived utility of pre-game learning of game, and gameplay interest. 239-251 - Kaveh Hassani, Ali Nahvi, Ali Ahmadi:
Design and implementation of an intelligent virtual environment for improving speaking and listening skills. 252-271
Volume 24, Number 2, 2016
Editorial
- Cher Ping Lim, Daniel Churchill:
Mobile learning. 273-276
- Arthur Lai:
Mobile immersion: an experiment using mobile instant messenger to support second-language learning. 277-290 - Yanjie Song:
"We found the 'black spots' on campus on our own": development of inquiry skills in primary science learning with BYOD (Bring Your Own Device). 291-305 - Jia Gu:
Understanding self-directed learning in the context of mobile Web 2.0 - case study with workplace learners. 306-316 - Thomas K. F. Chiu, Daniel Churchill:
Adoption of mobile devices in teaching: changes in teacher beliefs, attitudes and anxiety. 317-327 - Morris Siu-yung Jong, Chin-Chung Tsai:
Understanding the concerns of teachers about leveraging mobile technology to facilitate outdoor social inquiry learning: the EduVenture experience. 328-344 - Linda Prieto, María G. Arreguín-Anderson, Timothy T. Yuen, Lucila D. Ek, Patricia Sánchez, Margarita Machado-Casas, Adriana García:
Four cases of a sociocultural approach to mobile learning in La Clase Mágica, an afterschool technology club. 345-356
Volume 24, Number 3, 2016
- Sue Greener:
The medium, the message and the memory. 357-359
- Kai-Yi Chin, Zeng-Wei Hong, Yueh-Min Huang, Wei-Wei Shen, Jim-Min Lin:
Courseware development with animated pedagogical agents in learning system to improve learning motivation. 360-381 - Hamid Sadeghi, Ahmad A. Kardan:
Toward effective group formation in computer-supported collaborative learning. 382-395 - Jingying Wang, Ming-Lee Wen, Min Jou:
Identifying students' difficulties when learning technical skills via a wireless sensor network. 396-408 - Justus J. Randolph, Marjaana Kangas, Heli Ruokamo, Pirkko Hyvönen:
Creative and playful learning on technology-enriched playgrounds: an international investigation. 409-422 - Donggil Song:
Expertise reversal effect and sequencing of learning tasks in online English as a second language learning environment. 423-437 - Richard Walker, Julie Voce, Martin Jenkins:
Charting the development of technology-enhanced learning developments across the UK higher education sector: a longitudinal perspective (2001-2012). 438-455 - Han-Yu Sung, Gwo-Jen Hwang, Ya-Chi Chang:
Development of a mobile learning system based on a collaborative problem-posing strategy. 456-471 - Ioannis Kazanidis, Theodosios Theodosiou, Ioannis E. Petasakis, Stavros Valsamidis:
Online courses assessment through measuring and archetyping of usage data. 472-486 - Elson Szeto, Annie Y. N. Cheng:
Towards a framework of interactions in a blended synchronous learning environment: what effects are there on students' social presence experience? 487-503 - Emma M. Mercier, Steven E. Higgins, Andrew Joyce-Gibbons:
The effects of room design on computer-supported collaborative learning in a multi-touch classroom. 504-522 - Elena Novak, Tristan E. Johnson, Gershon Tenenbaum, Valerie J. Shute:
Effects of an instructional gaming characteristic on learning effectiveness, efficiency, and engagement: using a storyline for teaching basic statistical skills. 523-538 - Bart Rienties, Bas Giesbers, Simon Lygo-Baker, Hoi Wah Serena Ma, Roger Rees:
Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective. 539-552 - Chih-Ming Chen, Yu-Ju Lin:
Effects of different text display types on reading comprehension, sustained attention and cognitive load in mobile reading contexts. 553-571 - Jon-Chao Hong, Ming-Yueh Hwang, Nien-Chen Wu, Ying-Luan Huang, Pei-Hsin Lin, Yi-Ling Chen:
Integrating a moral reasoning game in a blended learning setting: effects on students' interest and performance. 572-589 - Kiavash Bahreini, Rob Nadolski, Wim Westera:
Towards multimodal emotion recognition in e-learning environments. 590-605 - Dominique Verpoorten, Wim Westera:
Structured reflection breaks embedded in an online course - effects on learning experience, time on task and performance. 606-624 - Shu-Sheng Liaw, Hsiu-Mei Huang:
Investigating learner attitudes toward e-books as learning tools: based on the activity theory approach. 625-643 - Chia-Chen Chen, Pei-Hsuan Lin:
Development and evaluation of a context-aware ubiquitous learning environment for astronomy education. 644-661
Volume 24, Number 4, 2016
- Sue Greener:
Write to publish and to share. 663-664
- Chia-Wen Tsai:
Exploring the effects of online team-based learning and co-regulated learning on students' development of computing skills. 665-680 - Chih-Ming Chen, Jung-Ying Wang, Yong-Ting Chen, Jhih-Hao Wu:
Forecasting reading anxiety for promoting English-language reading performance based on reading annotation behavior. 681-705 - María-del-Mar Camacho-Miñano, Cristina del Campo:
Useful interactive teaching tool for learning: clickers in higher education. 706-723 - Tsung-Yu Liu:
Using educational games and simulation software in a computer science course: learning achievements and student flow experiences. 724-744 - Timothy Teo:
Modelling Facebook usage among university students in Thailand: the role of emotional attachment in an extended technology acceptance model. 745-757 - Juan Felipe Calderón, Miguel Nussbaum, Ignacio Carmach, Juan Jaime Díaz, Marco Villalta:
A single-display groupware collaborative language laboratory. 758-783 - Pei-Yu Wang, Hui-Chun Yang:
The impact of e-book interactivity design on children's Chinese character acquisition. 784-798 - Lijia Lin, Robert K. Atkinson, Wilhelmina C. Savenye, Brian C. Nelson:
Effects of visual cues and self-explanation prompts: empirical evidence in a multimedia environment. 799-813 - Kathryn Knight, Randall S. Davies:
Using a Mobile Dichotomous Key iPad application as a scaffolding tool in a museum setting. 814-828 - Ana Iglesias, Javier Jiménez, Pablo Revuelta, Lourdes Moreno:
Avoiding communication barriers in the classroom: the APEINTA project. 829-843 - Chung-Yuan Hsu, Chin-Chung Tsai, Hung-Yuan Wang:
Exploring the effects of integrating self-explanation into a multi-user game on the acquisition of scientific concepts. 844-858 - Chun-Ying Chen:
Cognitive support for learning computer-based tasks using animated demonstration. 859-874 - Maryam Asoodar, Seyyedeh Susan Marandi, Shahin Vaezi, Piet Desmet:
Podcasting in a virtual English for academic purposes course: learner motivation. 875-896 - Vicky Maratou, Eleni Chatzidaki, Michalis Xenos:
Enhance learning on software project management through a role-play game in a virtual world. 897-915 - Kuo-En Chang, Lin-Jung Wu, Shing-Chuang Lai, Yao-Ting Sung:
Using mobile devices to enhance the interactive learning for spatial geometry. 916-934
Volume 24, Number 5, 2016
Editorial
- Vic Lally, John Traxler:
TEL - the crisis and the response: an introduction. 935-937
- Brenda Bannan, John Cook, Norbert Pachler:
Reconceptualizing design research in the age of mobile learning. 938-953 - Debbie Holley, Patricia Santos, John Cook, Micky Kerr:
"Cascades, torrents & drowning" in information: seeking help in the contemporary general practitioner practice in the UK. 954-967 - Madeleine Sclater, Vic Lally:
Critical perspectives on TEL: art and design education, theory, communities and space. 968-978 - Christoph Pimmer:
Mobile learning as boundary crossing: an alternative route to technology-enhanced learning? 979-990 - Maggi Savin-Baden, Liz Falconer:
Learning at the interstices; locating practical philosophies for understanding physical/virtual inter-spaces. 991-1003 - Richard Hall:
Technology-enhanced learning and co-operative practice against the neoliberal university. 1004-1015 - John Traxler, Vic Lally:
The crisis and the response: after the dust had settled. 1016-1024
Volume 24, Number 6, 2016
- Sue Greener:
Unlearning with technology. 1027-1029
- Inma Rodríguez-Ardura, Antoni Meseguer-Artola:
What leads people to keep on e-learning? An empirical analysis of users' experiences and their effects on continuance intention. 1030-1053 - K. R. Premlatha, B. Dharani, T. V. Geetha:
Dynamic learner profiling and automatic learner classification for adaptive e-learning environment. 1054-1075 - Cindy De Smet, Tammy Schellens, Bram de Wever, Pascale Brandt-Pomares, Martin Valcke:
The design and implementation of learning paths in a learning management system. 1076-1096 - Tal Samuel-Azran, Gilad Ravid:
Can blogging increase extroverts' satisfaction in the classroom? Lessons from multiple case studies. 1097-1108 - Charoula Angeli, Neil H. Schwartz:
Differences in electronic exchanges in synchronous and asynchronous computer-mediated communication: the effect of culture as a mediating variable. 1109-1130 - Min Jou, Yen-Ting Lin, Din-Wu Wu:
Effect of a blended learning environment on student critical thinking and knowledge transformation. 1131-1147 - Hsin-Yi Chang, Ying-Shao Hsu, Hsin-Kai Wu:
A comparison study of augmented reality versus interactive simulation technology to support student learning of a socio-scientific issue. 1148-1161 - Patrick Buckley, Elaine Doyle:
Gamification and student motivation. 1162-1175 - Ainhoa Alvarez, Maite Martín, Isabel Fernández-Castro, Maite Urretavizcaya:
Supporting Blended-Learning: tool requirements and solutions with OWLish. 1176-1197 - Yueh-Min Huang, Jan-Pan Hwang, Sherry Y. Chen:
Matching/mismatching in web-based learning: a perspective based on cognitive styles and physiological factors. 1198-1214 - Ina Blau, Yehuda Peled, Anat Nusan:
Technological, pedagogical and content knowledge in one-to-one classroom: teachers developing "digital wisdom". 1215-1230 - Timothy Teo, Isil Kabakci Yurdakul, Ömer Faruk Ursavas:
Exploring the digital natives among pre-service teachers in Turkey: a cross-cultural validation of the Digital Native Assessment Scale. 1231-1244 - Rong-Chi Chang, Liang-Yi Chung, Yong-Ming Huang:
Developing an interactive augmented reality system as a complement to plant education and comparing its effectiveness with video learning. 1245-1264 - Henry Hermans, José Janssen, Rob Koper:
Flexible authoring and delivery of online courses using IMS Learning Design. 1265-1279 - Hsien-Sheng Hsiao, Jyun-Chen Chen, Kunde Hong:
Building the vocational phase of the computerized motor skills testing system for use in the Electronics and Electrical Engineering Group and Hospitality Group. 1280-1297 - Josh McCarthy:
Global learning partnerships in the Café: peer feedback as a formative assessment tool for animation students. 1298-1318 - Rustin Webster:
Declarative knowledge acquisition in immersive virtual learning environments. 1319-1333 - Shu-Hsien Huang, Yueh-Min Huang, Ting-Ting Wu, Hong-Ren Chen, Shih-Ming Chang:
Problem-based learning effectiveness on micro-blog and blog for students: a case study. 1334-1354 - Thomas K. F. Chiu, Daniel Churchill:
Design of learning objects for concept learning: effects of multimedia learning principles and an instructional approach. 1355-1370 - Soo Eun Chae, Jae-Han Shin:
Tutoring styles that encourage learner satisfaction, academic engagement, and achievement in an online environment. 1371-1385
- Erratum. 1386
Volume 24, Number 7, 2016
- Sue Greener:
Statistically challenged. 1387-1388
- Sébastien George, Christine Michel, Magali Ollagnier-Beldame:
Favouring reflexivity in technology-enhanced learning systems: towards smart uses of traces. 1389-1407 - Chenn-Jung Huang, Shun-Chih Chang, Heng-Ming Chen, Jhe-Hao Tseng, Sheng-Yuan Chien:
A group intelligence-based asynchronous argumentation learning-assistance platform. 1408-1427 - Bas Kollöffel, Ton de Jong:
Can performance feedback during instruction boost knowledge acquisition? Contrasting criterion-based and social comparison feedback. 1428-1438 - Cemal Tatli, Eylem Kiliç:
Interactive whiteboards: do teachers really use them interactively? 1439-1455 - Gonzalo Farias, David Muñoz de la Peña, Fabio Gómez-Estern, Luis de la Torre, Carlos Sánchez Cazorla, Sebastián Dormido:
Adding automatic evaluation to interactive virtual labs. 1456-1476 - Nor Elleeiana Mohd Syah, Nur Azah Hamzaid, Belinda Pingguan-Murphy, Einly Lim:
Development of computer play pedagogy intervention for children with low conceptual understanding in basic mathematics operation using the dyscalculia feature approach. 1477-1496 - Pei-Shan Tsai, Chin-Chung Tsai, Gwo-Haur Hwang:
The effects of instructional methods on students' learning outcomes requiring different cognitive abilities: context-aware ubiquitous learning versus traditional instruction. 1497-1510 - Fengfeng Ke, Sungwoong Lee:
Virtual reality based collaborative design by children with high-functioning autism: design-based flexibility, identity, and norm construction. 1511-1533 - Jon-Chao Hong, Ming-Yueh Hwang, Kai-Hsin Tai, Yen-Chun Kuo:
Parental monitoring predicts students' prosocial and impulsive tendencies relevant to consequence-based reasoning in a blended learning environment. 1534-1551 - Yu-Tzu Lin, Chia-Hu Chang, Huei-Tse Hou, Ke-Chou Wu:
Exploring the effects of employing Google Docs in collaborative concept mapping on achievement, concept representation, and attitudes. 1552-1573 - Patrick Buckley, Elaine Doyle:
Using web-based collaborative forecasting to enhance information literacy and disciplinary knowledge. 1574-1589 - Murat Pasa Uysal:
Evaluation of learning environments for object-oriented programming: measuring cognitive load with a novel measurement technique. 1590-1609 - Rolf Ploetzner, Benjamin Fillisch, Patrick-André Gewald, Tatjana Ruf:
The role of student-generated externalizations in strategic multimedia learning and how current (web-)technology fails to support learner engagement. 1610-1628 - Yu-Fen Yang:
Self-directed learning to develop autonomy in an online ESP community. 1629-1646 - Chaoyun Liang, Chi-Cheng Chang, Kuen-Ming Shu, Ju-Shih Tseng, Chun-Yu Lin:
Online reflective writing mechanisms and its effects on self-regulated learning: a case of web-based portfolio assessment system. 1647-1664 - Michael Flavin:
Home and away: the use of institutional and non-institutional technologies to support learning and teaching. 1665-1673 - Fu-Yun Yu, Shannon Sung:
A mixed methods approach to the assessor's targeting behavior during online peer assessment: effects of anonymity and underlying reasons. 1674-1691 - Sally Brooks, Ellen Roberts:
"Simultaneous immersion": How online postgraduate study contributes to the development of reflective practice among public service practitioners. 1692-1705 - Donggil Song, Arafeh Karimi, Paul Kim:
A Remotely Operated Science Experiment framework for under-resourced schools. 1706-1724 - Timothy Teo:
Do digital natives differ by computer self-efficacy and experience? An empirical study. 1725-1739
- Erratum. 1740
Volume 24, Number 8, 2016
- Pericles 'Asher' Rospigliosi:
Teaching in the second machine age. 1741-1743
- Séverine Erhel, Eric Jamet:
The effects of goal-oriented instructions in digital game-based learning. 1744-1757 - Hosam Al-Samarraie, Hassan Selim, Fahed Zaqout:
The effect of content representation design principles on users' intuitive beliefs and use of e-learning systems. 1758-1777 - Sheng-Yi Wu, Sherry Y. Chen, Huei-Tse Hou:
Exploring the interactive patterns of concept map-based online discussion: a sequential analysis of users' operations, cognitive processing, and knowledge construction. 1778-1794 - Chun-Wang Wei, Yi-Chun Lin, Yen-Ting Lin:
An interactive diagnosis approach for supporting clinical nursing courses. 1795-1811 - Chiu Hung Su, Gwo-Hshiung Tzeng, Shu-Kung Hu:
Cloud e-learning service strategies for improving e-learning innovation performance in a fuzzy environment by using a new hybrid fuzzy multiple attribute decision-making model. 1812-1835 - Catherine Jane Hack:
The benefits and barriers of using virtual worlds to engage healthcare professionals on distance learning programmes. 1836-1849 - Betul C. Czerkawski:
Networked learning: design considerations for online instructors. 1850-1863 - Paul S. Steif, Luoting Fu, Levent Burak Kara:
Providing formative assessment to students solving multipath engineering problems with complex arrangements of interacting parts: an intelligent tutor approach. 1864-1880 - Shao-Ting Alan Hung, Heng-Tsung Danny Huang:
Blogs as a learning and assessment instrument for English-speaking performance. 1881-1894 - Gwo-Jen Hwang, Po-Han Wu, Chi-Chang Chen, Nien-Ting Tu:
Effects of an augmented reality-based educational game on students' learning achievements and attitudes in real-world observations. 1895-1906 - Marit Wijnen, Sofie M. M. Loyens, Lydia Schaap:
Experimental evidence of the relative effectiveness of problem-based learning for knowledge acquisition and retention. 1907-1921 - Min-Yuan Ma, Chun-Chun Wei:
A comparative study of children's concentration performance on picture books: age, gender, and media forms. 1922-1937 - Ting-Ting Wu:
A learning log analysis of an English-reading e-book system combined with a guidance mechanism. 1938-1956 - Ömer Delialioglu, Yasaman Alioon:
The effect of students' subject discipline on their m-learning application preferences. 1957-1966 - Yi-Hui Lin, Huei-Tse Hou:
Exploring young children's performance on and acceptance of an educational scenario-based digital game for teaching route-planning strategies: a case study. 1967-1980 - Magdalena Andrzejewska, Anna Stolinska, Wladyslaw Blasiak, Pawel Peczkowski, Roman Rosiek, Bozena Rozek, Miroslawa Sajka, Dariusz Wcislo:
Eye-tracking verification of the strategy used to analyse algorithms expressed in a flowchart and pseudocode. 1981-1995 - Anna Mavroudi, Thanasis Hadzilacos, Dimitris Kalles, Andreas Gregoriades:
Teacher-led design of an adaptive learning environment. 1996-2010 - Yanqing Wang, Yaowen Liang, Luning Liu, Ying Liu:
A multi-peer assessment platform for programming language learning: considering group non-consensus and personal radicalness. 2011-2031 - Suhkyung Shin, Hae-Deok Song:
Finding the optimal scaffoldings for learners' epistemological beliefs during ill-structured problem solving. 2032-2047 - Min Jou, Yen-Ting Lin, Hsieh-Chih Tsai:
Mobile APP for motivation to learning: an engineering case. 2048-2057 - Dong-Hee Shin, Hyeri An, Jang-Hyun Kim:
How the second screens change the way people interact and learn: the effects of second screen use on information processing. 2058-2079 - Michael J. Jacobson, Charlotte E. Taylor, Deborah Richards:
Computational scientific inquiry with virtual worlds and agent-based models: new ways of doing science to learn science. 2080-2108
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