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ORCIDJournal of Computer Assisted Learning, Volume 36
Volume 36, Number 1, February 2020
- Kayla S. Sweet
, Jennifer K. LeBlanc, Laura M. Stough, Noelle W. Sweany:
Community building and knowledge sharing by individuals with disabilities using social media. 1-11
- Nikoletta A. Xenofontos, Tasos Hovardas, Zacharias C. Zacharia, Ton de Jong:
Inquiry-based learning and retrospective action: Problematizing student work in a computer-supported learning environment. 12-28 - Sophie Gruhn, Eliane Segers, Ludo Verhoeven:
Moderating role of reading comprehension in children's word learning with context versus pictures. 29-45 - Jyun-Chen Chen, Yun Huang, Kuen-Yi Lin, Yu-Shan Chang, Hung-Chang Lin, Chien-Yu Lin, Hsien-Sheng Hsiao:
Developing a hands-on activity using virtual reality to help students learn by doing. 46-60 - Tzu-Ling Wang, Yi-Kuan Tseng:
The effects of visualization format and spatial ability on learning star motions. 61-69 - Nora'ayu Ahmad Uzir, Dragan Gasevic, Wannisa Matcha, Jelena Jovanovic, Abelardo Pardo:
Analytics of time management strategies in a flipped classroom. 70-88 - Lucia Mason, Sonia Zaccoletti, Sara Scrimin, Maria Caterina Tornatora, Elena Florit, Thomas Goetz:
Reading with the eyes and under the skin: Comprehending conflicting digital texts. 89-101 - Andreas Korbach, Paul Ginns, Roland Brünken, Babette Park:
Should learners use their hands for learning? Results from an eye-tracking study. 102-113
Volume 36, Number 2, April 2020
- Mohamad Kassab, Joanna F. DeFranco, Phillip A. Laplante:
A systematic literature review on Internet of things in education: Benefits and challenges. 115-127 - Crystal Han-Huei Tsay, Alexander K. Kofinas, Smita K. Trivedi, Yang Yang:
Overcoming the novelty effect in online gamified learning systems: An empirical evaluation of student engagement and performance. 128-146 - Suzanne H. Verver, Mathijs P. J. Vervloed, Nicola Yuill, Bert Steenbergen:
Playful learning with sound-augmented toys: comparing children with and without visual impairment. 147-159 - Zeynep Yurtseven Avci, Laura M. O'Dwyer, Jordan Lawson:
Designing effective professional development for technology integration in schools. 160-177 - Chiung-Wen Liu, Li-An Ho, Ting-Yu Chueh:
Exploring the learning effectiveness of financial literacy from the microworld perspective: Evidence from the simulated transactional interactive concurrent system. 178-188 - Jiumin Yang, Fangfang Zhu, Peiyu Guo, Zhongling Pi:
Instructors' gestures enhance their teaching experience and performance while recording video lectures. 189-198 - Lia M. Daniels, Okan Bulut:
Students' perceived usefulness of computerized percentage-only vs. descriptive score Reports: Associations with motivation and grades. 199-208 - Alexander Whitelock-Wainwright, Dragan Gasevic, Yi-Shan Tsai, Hendrik Drachsler, Maren Scheffel, Pedro J. Muñoz-Merino, Kairit Tammets, Carlos Delgado Kloos:
Assessing the validity of a learning analytics expectation instrument: A multinational study. 209-240
Volume 36, Number 3, June 2020
- Jennifer W. M. Lai, Matt Bower:
Evaluation of technology use in education: Findings from a critical analysis of systematic literature reviews. 241-259 - Philip C. Abrami, Larysa V. Lysenko, Eugene Borokhovski:
The effects of ABRACADABRA on reading outcomes: An updated meta-analysis and landscape review of applied field research. 260-279 - Yu-Ling Tsai, Chin-Chung Tsai:
A meta-analysis of research on digital game-based science learning. 280-294
- Peter Strelan, Amanda Osborn, Edward Palmer:
Student satisfaction with courses and instructors in a flipped classroom: A meta-analysis. 295-314 - Mahbobe Zare, Malahat Amani, Majid Sadoughi:
The role of Persian-language word exercise games in improving spelling of students with dyslexia: Word exercise games in improving spelling. 315-322 - Svjetlana Kolic Vehovec, Sanja Smojver-Azic, Tamara Martinac Dorcic, Barbara Roncevic Zubkovic:
Evaluation of serious game for changing students' behaviour in bullying situation. 323-334 - Hasan Ucar, Alper Tolga Kumtepe:
Effects of the ARCS-V-based motivational strategies on online learners' academic performance, motivation, volition, and course interest. 335-349 - Cristina Alonso-Fernández, Iván Martínez-Ortiz, Rafael Caballero, Manuel Freire-Morán, Baltasar Fernández-Manjón:
Predicting students' knowledge after playing a serious game based on learning analytics data: A case study. 350-358 - Chun-Yen Tsai, Huann-Shyang Lin, Shu-Chiu Liu:
The effect of pedagogical GAME model on students' PISA scientific competencies. 359-369 - Yang Wang, Qingtang Liu:
Effects of online teaching presence on students' interactions and collaborative knowledge construction. 370-382 - Ming-Puu Chen, Asta Y. Z. Lord, Yu-Yao Cheng, Ku-Chou Tai, Wen-Harn Pan:
Collective reflection strategy for moderating conformity tendency and promoting reflective judgment performance. 383-396 - Ngoc Thuy Thi Thai, Bram de Wever, Martin Valcke:
Face-to-face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions. 397-411 - Stan van Ginkel, Dominic Ruiz, Asko Mononen, Cendel Karaman, Ander de Keijzer, Jirarat Sitthiworachart:
The impact of computer-mediated immediate feedback on developing oral presentation skills: An exploratory study in virtual reality. 412-422
Volume 36, Number 4, August 2020
- David James Woo, Nancy Law:
Information and communication technology coordinators: Their intended roles and architectures for learning. 423-438 - Lan Li, Fei Gao, Shuqing Guo:
The effects of social messaging on students' learning and intrinsic motivation in peer assessment. 439-448 - Yan Ding, Ting Zhao:
Emotions, engagement, and self-perceived achievement in a small private online course. 449-457 - Cathy Weng, Sarah Otanga, Apollo Weng, Khanh Nguyen Phuong Tran:
Effects of tangrams on learning engagement and achievement: Case of preschool learners. 458-467 - Gonzalo Almerich, Jesús Suárez-Rodríguez, Isabel Díaz-García, Sara Cebrián Cifuentes:
21st-century competences: The relation of ICT competences with higher-order thinking capacities and teamwork competences in university students. 468-479 - Roberto Truzoli, Caterina Viganò, Paolo Gabriele Galmozzi, Phil Reed:
Problematic internet use and study motivation in higher education. 480-486 - Xiulin Kuang, Tessa H. S. Eysink, Ton de Jong:
Effects of providing partial hypotheses as a support for simulation-based inquiry learning. 487-501 - Stefanie Vanbecelaere, Katrien Van den Berghe, Frederik Cornillie, Delphine Sasanguie, Bert Reynvoet, Fien Depaepe:
The effectiveness of adaptive versus non-adaptive learning with digital educational games. 502-513 - Tino Endres, Steffen Weyreter, Alexander Renkl, Alexander Eitel:
When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence. 514-525 - Ya-Ching Fan, Tzu-Hua Wang, Kuo-Hua Wang:
Studying the effectiveness of an online argumentation model for improving undergraduate students' argumentation ability. 526-539 - Lu Zhang, Junjie J. Shang, Tim Pelton, Leslee Francis Pelton:
Supporting primary students' learning of fraction conceptual knowledge through digital games. 540-548 - Joan E. Hughes, Yin Hong Cheah, Yi Shi, Kuei-Hui Hsiao:
Preservice and inservice teachers' pedagogical reasoning underlying their most-valued technology-supported instructional activities. 549-568 - Lucia B. Chisari, Akvile Mockeviciute, Sterre K. Ruitenburg, Lian van Vemde, Ellen M. Kok, Tamara van Gog:
Effects of prior knowledge and joint attention on learning from eye movement modelling examples. 569-579
Volume 36, Number 5, October 2020
- Chen Chen, Gerhard Sonnert, Philip M. Sadler, David J. Malan:
Computational thinking and assignment resubmission predict persistence in a computer science MOOC. 581-594 - Shani Wilkes, Elizabeth R. Kazakoff, Jen Elise Prescott, Kristine Bundschuh, Pamela E. Hook, Raffaela Wolf, Lisa B. Hurwitz, Paul Macaruso:
Measuring the impact of a blended learning model on early literacy growth. 595-609 - Min Kyu Kim, In-Heok Lee, Yinying Wang:
How students emerge as learning leaders in small group online discussions. 610-624 - Chen Li, Horace H. S. Ip, Yuen M. Wong, Wing S. Lam:
An empirical study on using virtual reality for enhancing the youth's intercultural sensitivity in Hong Kong. 625-635 - Isaac Wiafe, Felix Nti Koranteng, Ebenezer Owusu, Akon O. Ekpezu, Samuel Adu Gyamfi:
Persuasive social features that promote knowledge sharing among tertiary students on social networking sites: An empirical study. 636-645 - Tiphaine Colliot, Éric Jamet:
Effects of self-generated graphic organizers on learning depend on in-task guidance. 646-655 - Jongchan Park, Chaeyeon Park, Hyojung Jung, Dongsik Kim:
Promoting case indexing in case library learning: Effects of indexing prompts on self-explanation and problem solving. 656-671 - Ina Blau, Tamar Shamir-Inbal, Shlomit Hadad:
Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: The role of ICT coordinators' leadership experience, students' collaboration skills, and sustainability. 672-687 - Ruiqi Deng, Pierre Benckendorff, Deanne Gannaway:
Linking learner factors, teaching context, and engagement patterns with MOOC learning outcomes. 688-708 - Li Deng, Shaoyang Wu, Yumeng Chen, Zhengmei Peng:
Digital game-based learning in a Shanghai primary-school mathematics class: A case study. 709-717 - Carmen Candel, Eduardo Vidal-Abarca, Raquel Cerdán, Marie Lippmann, Susanne Narciss:
Effects of timing of formative feedback in computer-assisted learning environments. 718-728 - Jinxin Zhu, Magdalena Mo Ching Mok:
Predictors of students' participation in internet or computer tutoring for additional instruction and its effect on academic achievement. 729-740 - Roberto Martínez Maldonado, Jurgen Schulte, Vanessa Echeverría, Yuveena Gopalan, Simon Buckingham Shum:
Where is the teacher? Digital analytics for classroom proxemics. 741-762 - Serpil Yorganci:
Implementing flipped learning approach based on 'first principles of instruction' in mathematics courses. 763-779
Volume 36, Number 6, December 2020
- Sarah Malone, Kristin Altmeyer, Markus Vogel, Roland Brünken:
Homogeneous and heterogeneous multiple representations in equation-solving problems: An eye-tracking study. 781-798 - Sven Greving, Wolfgang Lenhard, Tobias Richter:
Adaptive retrieval practice with multiple-choice questions in the university classroom. 799-809 - John Ranellucci, Joshua M. Rosenberg, Eric G. Poitras:
Exploring pre-service teachers' use of technology: The technology acceptance model and expectancy-value theory. 810-824 - Raechel N. Soicher, Kathryn A. Becker-Blease:
Testing the segmentation effect of multimedia learning in a biological system. 825-837
- Rolf Ploetzner, Sandra Berney, Mireille Bétrancourt:
A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned. 838-860 - Antigoni Parmaxi, Alan A. Demetriou:
Augmented reality in language learning: A state-of-the-art review of 2014-2019. 861-875
- Jiun-Yu Wu:
The predictive validities of individual working-memory capacity profiles and note-taking strategies on online search performance. 876-889 - Robert A. Miller, Cheryl K. Stenmark, Kyle van Ittersum:
Dual computer displays reduce extraneous cognitive load. 890-897 - (Withdrawn) Examining students' learning, perceived learning and motivation in social annotation-based translation activities. 898-908
- Ramazan Yilmaz:
Enhancing community of inquiry and reflective thinking skills of undergraduates through using learning analytics-based process feedback. 909-921 - Sungwon Chung, Jongpil Cheon:
Emotional design of multimedia learning using background images with motivational cues. 922-932 - Beate Eichmann, Samuel Greiff, Johannes Naumann, Liene Brandhuber, Frank Goldhammer:
Exploring behavioural patterns during complex problem-solving. 933-956 - Jennifer V. Lock, Petrea Redmond, Lindy Orwin, Alwyn Powell, Sandra Becker, Paula Hollohan, Carol Johnson:
Bridging distance: Practical and pedagogical implications of virtual Makerspaces. 957-968 - Feifei Han, Abelardo Pardo, Robert A. Ellis:
Students' self-report and observed learning orientations in blended university course design: How are they related to each other and to academic performance? 969-980 - Tereza Tetourová, Tereza Hannemann, Ondrej Javora, Kristina Volná, Vít Sisler, Cyril Brom:
To solve or to observe? The case of problem-solving interactivity within child learning games. 981-996 - Min Young Doo, Curtis J. Bonk:
The effects of self-efficacy, self-regulation and social presence on learning engagement in a large university class using flipped Learning. 997-1010 - Miia Ronimus, Kenneth Eklund, Jari Westerholm, Ritva Ketonen, Heikki Lyytinen:
A mobile game as a support tool for children with severe difficulties in reading and spelling. 1011-1025 - Nicolas Michinov, Éric Anquetil, Estelle Michinov:
Guiding the use of collective feedback displayed on heatmaps to reduce group conformity and improve learning in Peer Instruction. 1026-1037 - Ladislao Salmerón, Pablo Delgado, Lucia Mason:
Using eye-movement modelling examples to improve critical reading of multiple webpages on a conflicting topic. 1038-1051 - Ching-Huei Chen, Chin-Kun Yang, Kun Huang, Kai-Chao Yao:
Augmented reality and competition in robotics education: Effects on 21st century competencies, group collaboration and learning motivation. 1052-1062
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