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ORCIDComputers & Education, Volume 114
Volume 114, November 2017
- Marina Volk, Mara Cotic
, Matej Zajc, Andreja Istenic Starcic:
Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes. 1-23 - Anissa All, Barbara Plovie, Elena Patricia Núñez Castellar, Jan Van Looy:
Pre-test influences on the effectiveness of digital-game based learning: A case study of a fire safety game. 24-37 - Julian Alvarez, Jean-Yves Plantec, Mathieu Vermeulen, Christophe Kolski:
RDU Model dedicated to evaluate needed counsels for Serious Game projects. 38-56 - Wilfried Admiraal, Monika Louws, Ditte Lockhorst, Tineke Paas, Michael Buynsters, Amina Cviko, Caressa Janssen, Mario de Jonge, Suzan Nouwens, Lysanne S. Post, Frauke van der Ven, Liesbeth Kester:
Teachers in school-based technology innovations: A typology of their beliefs on teaching and technology. 57-68 - Shelley Rap, Ron Blonder:
Thou shall not try to speak in the Facebook language: Students' perspectives regarding using Facebook for chemistry learning. 69-78 - Feng-Hsu Wang:
An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system. 79-91 - Juan I. Asensio-Pérez, Yannis A. Dimitriadis, Francesca Pozzi, Davinia Hernández-Leo, Luis Pablo Prieto, Donatella Persico, Sara Villagrá-Sobrino:
Towards teaching as design: Exploring the interplay between full-lifecycle learning design tooling and Teacher Professional Development. 92-116 - Nikolaus T. Butz, Robert H. Stupnisky:
Improving student relatedness through an online discussion intervention: The application of self-determination theory in synchronous hybrid programs. 117-138 - Bogi Perelmutter, Karla K. McGregor, Katherine R. Gordon:
Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis. 139-163 - Hans van der Meij:
Reviews in instructional video. 164-174 - Asimina Vasalou, Rilla Khaled, Wayne Holmes, Daniel Gooch:
Digital games-based learning for children with dyslexia: A social constructivist perspective on engagement and learning during group game-play. 175-192 - Scotty D. Craig, Noah L. Schroeder:
Reconsidering the voice effect when learning from a virtual human. 193-205 - Andrea Schremm, Anna Hed, Merle Horne, Mikael Roll:
Training predictive L2 processing with a digital game: Prototype promotes acquisition of anticipatory use of tone-suffix associations. 206-221 - Chia-Jung Chang, Ming-Hua Chang, Bing-Cheng Chiu, Chen-Chung Liu, Shih-Hsun Fan Chiang, Cai-Ting Wen, Fu-Kwun Hwang, Ying-Tien Wu, Po-Yao Chao, Chia-Hsi Lai, Su-Wen Wu, Chih-Kang Chang, Wenli Chen:
An analysis of student collaborative problem solving activities mediated by collaborative simulations. 222-235 - Cyril Brom, Filip Dechterenko, Nikola Frollová, Tereza Stárková, Edita Bromová, Sidney K. D'Mello:
Enjoyment or involvement? Affective-motivational mediation during learning from a complex computerized simulation. 236-254 - Aibhin Bray, Brendan Tangney:
Technology usage in mathematics education research - A systematic review of recent trends. 255-273 - Sunnie Lee Watson, William R. Watson, Ji Hyun Yu, Hamdan A. Alamri, Chad Mueller:
Learner profiles of attitudinal learning in a MOOC: An explanatory sequential mixed methods study. 274-285 - Liang-Yi Li, Chin-Chung Tsai:
Accessing online learning material: Quantitative behavior patterns and their effects on motivation and learning performance. 286-297 - Asta Y. Z. Lord, Ming-Puu Chen, Yu-Yao Cheng, Ku-Chou Tai, Wen-Harn Pan:
Enhancing nutrition-majored students' reflective judgment through online collective reflection. 298-308
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