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ORCIDComputers & Education, Volume 128
Volume 128, January 2019
- Beate Eichmann, Frank Goldhammer
, Samuel Greiff, Liene Pucite, Johannes Naumann:
The role of planning in complex problem solving. 1-12 - Ronny Scherer, Fazilat Siddiq, Jo Tondeur:
The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education. 13-35 - Sarah A. Sullivan, Sadhana Puntambekar:
Learning with multiple online texts as part of scientific inquiry in the classroom. 36-51 - Sarah Pila, Fashina Aladé, Kelly Sheehan, Alexis R. Lauricella, Ellen Wartella:
Learning to code via tablet applications: An evaluation of Daisy the Dinosaur and Kodable as learning tools for young children. 52-62 - Boglárka Brezovszky, Jake McMullen, Koen Veermans, Minna M. Hannula-Sormunen, Gabriela Rodríguez-Aflecht, Nonmanut Pongsakdi, Eero Laakkonen, Erno Lehtinen:
Effects of a mathematics game-based learning environment on primary school students' adaptive number knowledge. 63-74 - Silke Vanslambrouck, Chang Zhu, Bram Pynoo, Valérie Thomas, Koen Lombaerts, Jo Tondeur:
An in-depth analysis of adult students in blended environments: Do they regulate their learning in an 'old school' way? 75-87 - Joanne Yip, Sze-Ham Wong, Kit-lun Yick, Kannass Chan, Ka-Hing Wong:
Improving quality of teaching and learning in classes by using augmented reality video. 88-101 - Christoph Pimmer, Florian Brühlmann, Titilayo Dorothy Odetola, Deborah Olusola Oluwasola, Oluwafemi Dipeolu, Ademola J. Ajuwon:
Facilitating professional mobile learning communities with instant messaging. 102-112 - Catalin Ioan Maican, Ana-Maria Cazan, Radu Lixandroiu, Lavinia Dovleac:
A study on academic staff personality and technology acceptance: The case of communication and collaboration applications. 113-131 - Chayaporn Kaoropthai, Onjaree Natakuatoong, Nagul Cooharojananone:
An intelligent diagnostic framework: A scaffolding tool to resolve academic reading problems of Thai first-year university students. 132-144 - Samant Saurabh, Sanjana Gautam:
Modelling and statistical analysis of YouTube's educational videos: A channel Owner's perspective. 145-158 - Thanasis Daradoumis, Joan Manuel Marquès Puig, Marta Arguedas, Laura Calvet:
Analyzing students' perceptions to improve the design of an automated assessment tool in online distributed programming. 159-170 - Jun-Jie Tseng, Yuh-Show Cheng, Hsi-Nan Yeh:
How pre-service English teachers enact TPACK in the context of web-conferencing teaching: A design thinking approach. 171-182 - Kui Xie, Benjamin C. Heddy, Barbara A. Greene:
Affordances of using mobile technology to support experience-sampling method in examining college students' engagement. 183-198 - Sally P. W. Wu, Jainaba Corr, Martina A. Rau:
How instructors frame students' interactions with educational technologies can enhance or reduce learning with multiple representations. 199-213 - Alison Anderson Holland:
Effective principles of informal online learning design: A theory-building metasynthesis of qualitative research. 214-226 - Cheri Williams, Sandra Beam:
Technology and writing: Review of research. 227-242 - Charu Saini, Jessy Abraham:
Implementing Facebook-based instructional approach in pre-service teacher education: An empirical investigation. 243-255 - Michael A. Rupp, Katy L. Odette, James Kozachuk, Jessica R. Michaelis, Janan Al-Awar Smither, Daniel S. McConnell:
Investigating learning outcomes and subjective experiences in 360-degree videos. 256-268 - Isaiah T. Awidi, Mark Paynter:
The impact of a flipped classroom approach on student learning experience. 269-283 - Carol McDonald Connor, Stephanie L. Day, Elham Zargar, Taffeta S. Wood, Karen S. Taylor, Masha R. Jones, Jin Kyoung Hwang:
Building word knowledge, learning strategies, and metacognition with the Word-Knowledge e-Book. 284-311 - Jiun-Yu Wu, Tzuying Cheng:
Who is better adapted in learning online within the personal learning environment? Relating gender differences in cognitive attention networks to digital distraction. 312-329 - Michael J. Nelson, Rick Voithofer, Sheng-Lun Cheng:
Mediating factors that influence the technology integration practices of teacher educators. 330-344 - Zhongling Pi, Yi Zhang, Fangfang Zhu, Ke Xu, Jiumin Yang, Weiping Hu:
Instructors' pointing gestures improve learning regardless of their use of directed gaze in video lectures. 345-352 - Álvaro Fernández, Camino Fernández, José Ángel Miguel-Dávila, Miguel Ángel Conde, Vicente Matellán:
Supercomputers to improve the performance in higher education: A review of the literature. 353-364 - Shahira Popat, Louise Starkey:
Learning to code or coding to learn? A systematic review. 365-376 - Eulho Jung, Dongho Kim, Meehyun Yoon, Sanghoon Park, Barbara Oakley:
The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course. 377-388 - Ali Sakkal, Lee Martin:
Learning to rock: The role of prior experience and explicit instruction on learning and transfer in a music videogame. 389-397 - Lucas M. Jeno, Vigdis Vandvik, Sigrunn Eliassen, John-Arvid Grytnes:
Testing the novelty effect of an m-learning tool on internalization and achievement: A Self-Determination Theory approach. 398-413 - Cathlin V. Clark-Gordon, Nicholas David Bowman, Alexis A. Hadden, Brandi N. Frisby:
College instructors and the digital red pen: An exploratory study of factors influencing the adoption and non-adoption of digital written feedback technologies. 414-426 - Hossein Jamshidifarsani, Samir Garbaya, Theodore Lim, Pierre Blazevic, James M. Ritchie:
Technology-based reading intervention programs for elementary grades: An analytical review. 427-451 - Melanie Erkens, Daniel Bodemer:
Improving collaborative learning: Guiding knowledge exchange through the provision of information about learning partners and learning contents. 452-472 - Hui-Lien Chou, Yih-Lan Liu, Chien Chou:
Privacy behavior profiles of underage Facebook users. 473-485
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