You are here:

Computers & Education

September 2016 Volume 100, Number 1

Search this issue

Table of Contents

Number of articles: 11

  1. Instructional supports for students with disabilities in K-5 computing: Findings from a cross-case analysis

    Melinda R. Snodgrass, Maya Israel & George C. Reese, University of Illinois, United States

    As computer programming and computational thinking (CT) become more integrated into K-12 instruction, content teachers and special educators need to understand how to provide instructional supports... More

    pp. 1-17

    View Abstract
  2. One for all?! Simultaneous examination of load-inducing factors for advancing media-related instructional research

    Maria Wirzberger, Maik Beege, Sascha Schneider, Steve Nebel & Günter Daniel Rey

    In multimedia learning settings, limitations in learners' mental resource capacities need to be considered to avoid impairing effects on learning performance. Based on the prominent and often... More

    pp. 18-31

    View Abstract
  3. Internet cognitive failure affects learning progress as mediated by cognitive anxiety and flow while playing a Chinese antonym synonym game with interacting verbal–analytical and motor-control

    Jon-Chao Hong & Kai-Hsin Tai, Department of Industrial Education, Taiwan; Ming-Yueh Hwang, Department of Adult and Continuing Education, Taiwan; Yen-Chun Kuo, Department of Industrial Education, Taiwan

    According to the person-artifact-task model, the process of gameplay can trigger a range of emotional responses and wide variation in students' behaviors, consequently leading to varying learning... More

    pp. 32-44

    View Abstract
  4. The effects of computer self-efficacy, training satisfaction and test anxiety on attitude and performance in computerized adaptive testing

    Hong Lu, Yi-ping Hu & Jia-jia Gao, College of Communication, China; Kinshuk, Faculty of Science and Technology, Canada

    This study focused on test-takers’ psychological effects on computerized adaptive testing (CAT). The development and implementation of CAT were based on item response theory (IRT), and two... More

    pp. 45-55

    View Abstract
  5. The effects of high/low interactive electronic storybooks on elementary school students’ reading motivation, story comprehension and chromatics concepts

    Gloria Yi-Ming Kao & Chin‐Chung Tsai, Graduate Institute of Digital Learning and Education; Chia-Yu Liu, Department of Educational Psychology and Counseling; Cheng-Han Yang, Graduate Institute of Digital Learning and Education

    Providing e-books does not automatically increase readers’ comprehension. E-books must be designed to facilitate students’ learning effects. We designed two versions (high/low interactive) of the... More

    pp. 56-70

    View Abstract
  6. Detecting and preventing “multiple-account” cheating in massive open online courses

    Curtis G. Northcutt, Massachusetts Institute of Technology, United States; Andrew D. Ho, Harvard Graduate School of Education, United States; Isaac L. Chuang, Massachusetts Institute of Technology, United States

    We describe a cheating strategy enabled by the features of massive open online courses (MOOCs) and detectable by virtue of the sophisticated data systems that MOOCs provide. The strategy, Copying... More

    pp. 71-80

    View Abstract
  7. Second Life adoption in education: A motivational model based on Uses and Gratifications theory

    M. Dolores Gallego & Salvador Bueno, Universidad Pablo de Olavide, Spain; Jan Noyes, University of Bristol, United Kingdom

    Social Virtual Worlds (SVWs) are increasingly being used in education; however, little is known about how personal motivation affects engagement in online learning courses (e-learning). This... More

    pp. 81-93

    View Abstract
  8. Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality

    Joshua Wilson & Amanda Czik

    Automated Essay Evaluation (AEE) systems are being increasingly adopted in the United States to support writing instruction. AEE systems are expected to assist teachers in providing increased... More

    pp. 94-109

    View Abstract
  9. Teachers’ information and communication technology competences: A structural approach

    Gonzalo Almerich, Natividad Orellana, Jesús Suárez-Rodríguez & Isabel Díaz-García

    Teachers’ information and communication technology (ICT) competences are a key variable to integrate such resources into the teaching-learning process. One problem with teachers’ ICT competences is... More

    pp. 110-125

    View Abstract
  10. A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course

    Chiu-Lin Lai & Gwo-Jen Hwang

    The flipped classroom is a well-recognized learning mode that enables effective practice and interactions among teachers and students in the class by switching the in-class instructional time and... More

    pp. 126-140

    View Abstract
  11. Online research and learning in science: A one-to-one laptop comparison in two states using performance based assessments

    Clint Kennedy, Christopher Rhoads & Donald J. Leu

    Previous studies of one-to-one computing programs have suffered from several methodological limitations and produced mixed results. Especially surprising is that previous studies have not evaluated... More

    pp. 141-161

    View Abstract