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British Journal of Educational Technology

March 2019 Volume 50, Number 2

Editors

Carina Girvan; Sara Hennessy; Manolis Mavrikis; Sara Price; Niall Winters

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Table of Contents

Number of articles: 29

  1. Creating the golden triangle of evidence‐informed education technology with EDUCATE

    Mutlu Cukurova, Rosemary Luckin & Alison Clark‐Wilson

    EDUCATE is a London‐based programme that supports the development of research‐informed educational technology (EdTech), allowing entrepreneurs and start‐ups to create their products and services,... More

    pp. 490-504

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  2. Grading students' programming and soft skills with open badges: A case study

    Bojan Tomić, Jelena Jovanović, Nikola Milikić, Vladan Devedžić, Sonja Dimitrijević, Dragan Đurić & Zoran Ševarac

    Well‐developed programming (technical) skills are very important for software engineers, information systems engineers and programmers in general. However, they must also possess relevant personal ... More

    pp. 518-530

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  3. Factors underlying students' decisions to use mobile devices in clinical settings

    Amanda Harrison, Megan Phelps, Arany Nerminathan, Shirley Alexander & Karen M. Scott

    University policies prohibiting use of mobile devices by medical students during clinical placements are contradicted by regular use by physicians. Consequently, many students use their mobile... More

    pp. 531-545

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  4. Mobile learning in higher education: A comparative analysis of developed and developing country contexts

    Rogers Kaliisa, Edward Palmer & Julia Miller

    The purpose of this paper is to compare and contrast characteristics of use and adoption of mobile learning in higher education in developed and developing countries. A comparative case study based... More

    pp. 546-561

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  5. Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations

    Jake McMullen, Minna M. Hannula‐Sormunen, Mikko Kainulainen, Kristian Kiili & Erno Lehtinen

    Spontaneous focusing on quantitative relations (SFOR) has been shown to be a strong predictor of rational number conceptual development in late primary school. The present study outlines an... More

    pp. 562-573

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  6. The modality effect in a mobile learning environment: Learning from spoken text and real objects

    Tzu‐Chien Liu, Yi‐Chun Lin, Yuan Gao & Fred Paas

    The finding that under split‐attention conditions students learn more from a picture and spoken text than from a picture and written text (ie, the modality effect) has consistently been found in... More

    pp. 574-586

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  7. Factors that influence behavioral intention to use mobile‐based assessment: A STEM teachers’ perspective

    Stavros A. Nikou & Anastasios A. Economides

    Teachers' role can be catalytic in the introduction of innovative digital tools in order to create new learning and assessment opportunities. This study explores science technology engineering and ... More

    pp. 587-600

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  8. Teachers' beliefs and technology acceptance concerning smart mobile devices for SMART education in South Korea

    Junghoon Leem & Eunmo Sung

    Teachers' beliefs are a major factor in the effective use of new technology in teaching and learning. Recently, smart mobile devices (SMDs) such as smartphones, smart pads and tablet computers have... More

    pp. 601-613

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  9. Preservice teachers' conceptions of teaching using mobile devices and the quality of technology integration in lesson plans

    Pei‐Shan Tsai & Chin‐Chung Tsai

    This study explored the relationships among preservice teachers' conceptions of teaching using mobile devices and the quality of technology integration in lesson plans. A total of 47 preservice... More

    pp. 614-625

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  10. Why do college students continue to use mobile learning? Learning involvement and self‐determination theory

    Shuiqing Yang, Shasha Zhou & Xiaoying Cheng

    Retaining learners and facilitating their continuance are critical for the mobile learning providers and educators. Drawing on stimulus‐organism‐response framework and self‐determination theory,... More

    pp. 626-637

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  11. Impact of mobile‐based mentoring, socio‐economic background and religion on girls’ attitude and belief towards antisocial behaviour (ASB)

    Oluwadara Abimbade, Gloria Adedoja, Bukola Fakayode & Lukuman Bello

    This study examined the impact of mobile‐based mentoring, socio‐economic background and religion on girl’s attitude and belief towards ASB in Ibadan Oyo State Nigeria. The study adopted a mixed... More

    pp. 638-654

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  12. The effect of authentic m‐learning activities on student engagement and motivation

    Yasaman Alioon & Ömer Delialioğlu

    Authentic collaborative m‐learning activities were designed, developed and implemented for a computer networking course. The effect of the activities on student engagement and motivation were... More

    pp. 655-668

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  13. The effects of m‐learning on motivation, achievement and well‐being: A Self‐Determination Theory approach

    Lucas M. Jeno, Paul J. C. Adachi, John‐Arvid Grytnes, Vigdis Vandvik & Edward L. Deci

    From the lens of Self‐Determination Theory, this study investigated the effects of a mobile application tool for identifying species on biology students’ achievement and well‐being. It was... More

    pp. 669-683

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  14. Mobile learning and student cognition: A systematic review of PK‐12 research using Bloom’s Taxonomy

    Helen Crompton, Diane Burke & Yi‐Ching Lin

    The rise of mobile learning in schools during the past decade has led to promises about the power of mobile learning to extend and enhance student cognitive engagement. The purpose of this study... More

    pp. 684-701

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  15. Appropriating WhatsApp‐mediated postgraduate supervision to negotiate “relational authenticity” in resource‐constrained environments

    Patient Rambe & Muchazondida Mkono

    Despite the surging prominence of literature that explores mobile instant messaging’s (MIM) capacity to leverage transformative pedagogical practices in higher education, studies that unravel the... More

    pp. 702-734

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  16. Mitigating the urban–rural educational gap in developing countries through mobile technology‐supported learning

    Sharifullah Khan, Gwo‐Jen Hwang, Muhammad Azeem Abbas & Arshia Rehman

    One form of educational inequality is the disparity that exists between urban and rural settings. Equal distribution of quality education is a challenge for developing countries due to the... More

    pp. 735-749

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  17. Understanding the relationship between levels of mobile technology use in high school physics classrooms and the learning outcome

    Xiaoming Zhai, Meilan Zhang, Min Li & Xuejie Zhang

    Mobile technology has been increasingly adopted in science education. We generally assume that more innovative use of mobile technology leads to a greater learning outcome. Yet, there is a lack of ... More

    pp. 750-766

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  18. Informal digital learning of English and second language vocabulary outcomes: Can quantity conquer quality?

    Ju Seong Lee

    This study investigated to what extent quantity (frequency/amount of time) and quality (diversity) of informal digital learning of English (IDLE) activities was conducive to second language (L2)... More

    pp. 767-778

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  19. L1 versus L2 online intercultural exchanges for the development of 21st century competences: The students’ perspective

    Ana Sevilla‐Pavón

    The myriad of possibilities brought about by the advent of Web 2.0 in terms of communication and interaction have revolutionised educational practices over the past few years. One of the most... More

    pp. 779-805

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  20. Assessment in an era of accessibility: Evaluating rules for scripting audio representation of test items

    Christopher Johnstone, Jennifer Higgins & Gaye Fedorchak

    Standardized, large‐scale assessment of educational outcomes has become a global phenomenon over the past three decades (Smith, [, 2016]). A key challenge facing assessment designers is that... More

    pp. 806-818

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