- 2015
- Alicia D. Beth, Michelle E. Jordan, Diane L. Schallert, JoyLynn H. Reed, Minseong Kim:
Responsibility and generativity in online learning communities. Interact. Learn. Environ. 23(4): 471-484 (2015) - Jongpil Cheon, Sungwon Chung, Jaeki Song, Yong Jin Kim:
An investigation of the effects of a graphic organizer in an online serious game on learning outcomes and attitudinal perceptions. Interact. Learn. Environ. 23(4): 437-452 (2015) - Hui-Chun Chu
, Kai-Hsiang Yang, Jing-Hong Chen:
A time sequence-oriented concept map approach to developing educational computer games for history courses. Interact. Learn. Environ. 23(2): 212-229 (2015) - Chien-Pen Chuang, Min Jou, Yen-Ting Lin, Cheng-Tien Lu:
Development of a situated spectrum analyzer learning platform for enhancing student technical skills. Interact. Learn. Environ. 23(3): 373-384 (2015) - Petru Lucian Curseu
, Kimzana Sari:
The effects of gender variety and power disparity on group cognitive complexity in collaborative learning groups. Interact. Learn. Environ. 23(4): 425-436 (2015) - Vesna Damnjanovic, Sandra Jednak
, Ivana Mijatovic
:
Factors affecting the effectiveness and use of Moodle: students' perception. Interact. Learn. Environ. 23(4): 496-514 (2015) - Alison M. Devlin, Vic Lally, Madeleine Sclater, Karla Parussel:
Inter-Life: a novel, three-dimensional, virtual learning environment for life transition skills learning. Interact. Learn. Environ. 23(4): 405-424 (2015) - Michele D. Dickey:
K-12 teachers encounter digital games: a qualitative investigation of teachers' perceptions of the potential of digital games for K-12 education. Interact. Learn. Environ. 23(4): 485-495 (2015) - Yan Dong, Jyh-Chong Liang, Yue-Yue Yu, Jui-Chi Wu, Chin-Chung Tsai
:
The relationships between Chinese higher education students' epistemic beliefs and their judgmental standards of searching for literature online: undergraduate versus graduate comparisons. Interact. Learn. Environ. 23(2): 250-266 (2015) - Deborah A. Fields, Veena Vasudevan, Yasmin B. Kafai:
The programmers' collective: fostering participatory culture by making music videos in a high school Scratch coding workshop. Interact. Learn. Environ. 23(5): 613-633 (2015) - Paloma Garrido-Iñigo, Francisco Rodríguez-Moreno:
The reality of virtual worlds: pros and cons of their application to foreign language teaching. Interact. Learn. Environ. 23(4): 453-470 (2015) - Nirit Gavish, Teresa Gutiérrez, Sabine Webel, Jorge Rodríguez
, Matteo Peveri, Uli Bockholt, Franco Tecchia:
Evaluating virtual reality and augmented reality training for industrial maintenance and assembly tasks. Interact. Learn. Environ. 23(6): 778-798 (2015) - Kimberley Gomez, Ung-Sang Lee:
Situated cognition and learning environments: implications for teachers on- and offline in the new digital media age. Interact. Learn. Environ. 23(5): 634-652 (2015) - Chantal J. J. Gorissen, Liesbeth Kester, Saskia Brand-Gruwel, Rob L. Martens
:
Autonomy supported, learner-controlled or system-controlled learning in hypermedia environments and the influence of academic self-regulation style. Interact. Learn. Environ. 23(6): 655-669 (2015) - Sue Greener:
What do we mean by "student-centred" learning? Interact. Learn. Environ. 23(1): 1-2 (2015) - Sue Greener:
Does learning technology need an invisibility cloak? Interact. Learn. Environ. 23(3): 267-268 (2015) - Sue Greener:
Thinking about students. Interact. Learn. Environ. 23(4): 403-404 (2015) - Sue Greener:
Discontinuities in learning with technologies. Interact. Learn. Environ. 23(6): 653-654 (2015) - Yotam Hod, Dani Ben-Zvi
:
Students negotiating and designing their collaborative learning norms: a group developmental perspective in learning communities. Interact. Learn. Environ. 23(5): 578-594 (2015) - Ana Horvat, Marina Dobrota
, Maja Krsmanovic, Mladen Cudanov
:
Student perception of Moodle learning management system: a satisfaction and significance analysis. Interact. Learn. Environ. 23(4): 515-527 (2015) - Hsien-Sheng Hsiao, Cheng-Sian Chang, Chien-Yu Lin, Hsiu-Ling Hsu:
"iRobiQ": the influence of bidirectional interaction on kindergarteners' reading motivation, literacy, and behavior. Interact. Learn. Environ. 23(3): 269-292 (2015) - Yi-Zeng Hsieh, Mu-Chun Su, Sherry Y. Chen, Gwo-Dong Chen:
The development of a robot-based learning companion: a user-centered design approach. Interact. Learn. Environ. 23(3): 356-372 (2015) - Wei-Chih Hsu, Cheng-Hsiu Li:
A competency-based guided-learning algorithm applied on adaptively guiding e-learning. Interact. Learn. Environ. 23(1): 106-125 (2015) - Hans G. K. Hummel, Walter Geerts, Aad Slootmaker, Derek Kuipers, Wim Westera:
Collaboration scripts for mastership skills: online game about classroom dilemmas in teacher education. Interact. Learn. Environ. 23(6): 670-682 (2015) - Cheng-Yu Hung
, Jerry Chih-Yuan Sun
, Pao-Ta Yu:
The benefits of a challenge: student motivation and flow experience in tablet-PC-game-based learning. Interact. Learn. Environ. 23(2): 172-190 (2015) - Gwo-Jen Hwang, Hui-Chun Chu
, Chengjiu Yin, Hiroaki Ogata
:
Transforming the educational settings: innovative designs and applications of learning technologies and learning environments. Interact. Learn. Environ. 23(2): 127-129 (2015) - Michael J. Jacobson
, Beaumie Kim
, Suneeta Pathak, Baohui Zhang:
To guide or not to guide: issues in the sequencing of pedagogical structure in computational model-based learning. Interact. Learn. Environ. 23(6): 715-730 (2015) - Ruth Johnson, Cindy Stewart, Christine Bachman:
What drives students to complete online courses? What drives faculty to teach online? Validating a measure of motivation orientation in university students and faculty. Interact. Learn. Environ. 23(4): 528-543 (2015) - Beaumie Kim
, Lynde Tan, Katerine Bielaczyc:
Learner-generated designs in participatory culture: what they are and how they are shaping learning. Interact. Learn. Environ. 23(5): 545-555 (2015) - Chiu-Lin Lai, Gwo-Jen Hwang:
A spreadsheet-based visualized Mindtool for improving students' learning performance in identifying relationships between numerical variables. Interact. Learn. Environ. 23(2): 230-249 (2015)