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ORCIDComputers & Education, Volume 86
Volume 86, August 2015
- Matt Bower
, Barney Dalgarno, Gregor E. Kennedy, Mark J. W. Lee, Jacqueline Kenney:
Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis. 1-17 - Retraction notice to Analysis of Classroom Practices with an ICT Resource in Early Childhood Education [Computers & Education, (2015) 43-54]. R1
- Meng-Tzu Cheng, Yu-Wen Lin, Hsiao-Ching She:
Learning through playing Virtual Age: Exploring the interactions among student concept learning, gaming performance, in-game behaviors, and the use of in-game characters. 18-29 - Babette Park, Lisa Knörzer, Jan L. Plass, Roland Brünken:
Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms. 30-42 - (Withdrawn) Analysis of Classroom Practices with an ICT Resource in Early Childhood Education. 43-54
- Yang-Hsueh Chen, Pin-Ju Chen:
MOOC study group: Facilitation strategies, influential factors, and student perceived gains. 55-70 - Yueh-Min Huang, Mu-Yen Chen, Shuen-Shiang Mo:
How do we inspire people to contact aboriginal culture with Web2.0 technology? 71-83 - Yunusa Olufadi:
A configurational approach to the investigation of the multiple paths to success of students through mobile phone use behaviors. 84-104 - Mario Soflano, Thomas M. Connolly, Thomas Hainey:
Learning style analysis in adaptive GBL application to teach SQL. 105-119 - Ivica Boticki, Jelena Baksa, Peter Sen Kee Seow, Chee-Kit Looi:
Usage of a mobile social learning platform with virtual badges in a primary school. 120-136 - A. Lynn Stephens, John J. Clement:
Use of physics simulations in whole class and small group settings: Comparative case studies. 137-156 - Deborah Richards, Meredith Taylor:
A Comparison of learning gains when using a 2D simulation tool versus a 3D virtual world: An experiment to find the right representation involving the Marginal Value Theorem. 157-171 - Amandeep Dhir, Sufen Chen, Marko Nieminen:
A repeat cross-sectional analysis of the psychometric properties of the Compulsive Internet Use Scale (CIUS) with adolescents from public and private schools. 172-181 - Hsueh-Hua Chuang, Chih-Yuan Weng, Fu-Chen Huang:
A structure equation model among factors of teachers' technology integration practice and their TPCK. 182-191 - Mario Soflano, Thomas M. Connolly, Thomas Hainey:
An application of adaptive games-based learning based on learning style to teach SQL. 192-211 - Meilan Zhang:
Internet use that reproduces educational inequalities: Evidence from big data. 212-223 - Valerie J. Shute, Sidney K. D'Mello, Ryan Shaun Joazeiro de Baker, Kyunghwa Cho, Nigel Bosch, Jaclyn Ocumpaugh, Matthew Ventura, Ma. Victoria Almeda:
Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game. 224-235 - Kim McDonough, Jennifer A. Foote:
The impact of individual and shared clicker use on students' collaborative learning. 236-249 - Edward Downs, Angela Tran, Robert McMenemy, Nahom Abegaze:
Exam performance and attitudes toward multitasking in six, multimedia-multitasking classroom environments. 250-259 - Yigal Attali:
Effects of multiple-try feedback and question type during mathematics problem solving on performance in similar problems. 260-267
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