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ORCIDComputers & Education, Volume 187
Volume 187, October 2022
- Jesmine S. H. Tan
, Wenli Chen:
Peer feedback to support collaborative knowledge improvement: What kind of feedback feed-forward? 104467 - Adnan Yilmaz, Sibel Sögüt:
Language education for social justice: Reproductions or disruptions through technology. 104535 - Meng-Jung Tsai, An-Hsuan Wu, Ivar Bråten, Ching-Yeh Wang:
What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information. 104544 - Jinxin Zhu, Sandy C. Li:
The non-linear relationships between ICT use and academic achievement of secondary students in Hong Kong. 104546 - Eyüp Yilmaz, Selma Yel, Mark D. Griffiths:
Comparison of children's social problem-solving skills who play videogames and traditional games: A cross-cultural study. 104548 - Ting Zhao, Linning Ye, Zhongbin Hu, Zongmei Fu:
A serial mediation model of the relationship between suppression emotion-regulation tendency and outcomes of MOOC learning by Chinese university students: The role of cognitive appraisals, boredom, and behavioral avoidance. 104549 - Geraldine Gray, Ana Elena Schalk, Gordon Cooke, Phelim Murnion, Pauline Rooney, K. C. O'Rourke:
Stakeholders' insights on learning analytics: Perspectives of students and staff. 104550 - Jieun Lim, Jennifer C. Richardson:
Considering how disciplinary differences matter for successful online learning through the Community of Inquiry lens. 104551 - Chiung-Yi Huang, Jen Chun Wang:
Effectiveness of a three-dimensional-printing curriculum: Developing and evaluating an elementary school design-oriented model course. 104553 - Siu-Cheung Kong, Ming Lai:
Validating a computational thinking concepts test for primary education using item response theory: An analysis of students' responses. 104562 - Lucas Vasconcelos, Fatih Ari, Ismahan Arslan-Ari, Lily Lamb:
Female preservice teachers stereotype computer scientists as intelligent and overworked White individuals wearing glasses. 104563
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