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Computers & Education

December 2016 Volume 103, Number 1

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Table of Contents

Number of articles: 14

  1. Models for early prediction of at-risk students in a course using standards-based grading

    Farshid Marbouti, San Jose State University, United States; Heidi A. Diefes-Dux & Krishna Madhavan, Purdue University, United States

    Using predictive modeling methods, it is possible to identify at-risk students early and inform both the instructors and the students. While some universities have started to use standards-based... More

    pp. 1-15

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  2. The effectiveness of brain-compatible blended learning material in the teaching of programming logic

    Johan van Niekerk, School of ICT, South Africa; Paul Webb, Faculty of Education, South Africa

    Blended learning is an educational approach which integrates seemingly distinct educational approaches, such as face-to-face and online experiences. In a blended learning environment the classroom ... More

    pp. 16-27

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  3. Self-explanation and digital games: Adaptively increasing abstraction

    Douglas B. Clark & Satyugjit S. Virk, Department of Teaching and Learning, United States; Jackie Barnes, Game Design Program, United States; Deanne M. Adams, Department of Teaching and Learning, United States

    Research suggests that self-explanation functionality can effectively support learning in the context of digital games. Research also highlights challenges, however, in balancing and integrating... More

    pp. 28-43

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  4. “A real double-edged sword:” Undergraduate perceptions of social media in their learning

    Erika E. Smith

    This study investigates undergraduate perceptions of the social media technologies (SMTs) they use in their learning. This mixed methods inquiry employed 30 semi-structured interviews and an online... More

    pp. 44-58

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  5. Evaluation of affective embodied agents in an information literacy game

    Yan Ru Guo & Dion Hoe-Lian Goh

    Digital game-based learning (DGBL) has become increasingly popular. With elements such as narratives, rewards, rules, and interactivity, DGBL can actively engage learners, stimulating desired... More

    pp. 59-75

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  6. Effects of B-learning and F2F learning environments on students' achievement in QBASIC programming

    Chijioke Jonathan Olelewe, Department of Computer Education, Nigeria; Emmanuel E. Agomuo, Department of Business Education, Nigeria

    In higher education, teaching methods, learning style, student workload, and previous programming experience, among others are factors that greatly influence students' achievement particularly in... More

    pp. 76-86

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  7. Antecedents and consequences of perceived knowledge update in the context of an ERP simulation game: A multi-level perspective

    Mehdi Darban & Dong-Heon (Austin) Kwak, Department of Management and Information Systems, United States; Shuyuan (Lance) Deng & Mark Srite, Information Technology Management Area, United States; Saerom Lee, College of Business Administration

    Researchers and practitioners have encouraged the use of simulation games as a means of training for enhancing users' IT knowledge. However, prior research on IT knowledge has not paid much... More

    pp. 87-98

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  8. Employing intergroup competition in multitouch design-based learning to foster student engagement, learning achievement, and creativity

    Cheng-Huan Chen & Chiung-Hui Chiu

    This study developed an intergroup competition mechanism and integrated it into a multitouch platform for collaborative design-based learning (DBL) to enhance elementary school students’ engagement... More

    pp. 99-113

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  9. Collaborative science learning in an immersive flight simulation

    Fengfeng Ke, Florida State University, United States; Peter Carafano, Florida State University Schools, United States

    This mixed methods study examined the effect of Astronaut Challenge, an immersive, flight-simulation-based learning program, on the collaborative learning process and science knowledge development ... More

    pp. 114-123

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  10. Beyond identifying privacy issues in e-learning settings – Implications for instructional designers

    Hui-Lien Chou & Chao-Hsiu Chen

    Players in the digital economy increasingly rely on the large-scale collection or exchange of personal data. Because online data can be persistent and immense, e-learning researchers and educators ... More

    pp. 124-133

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  11. Promoting science learning in game-based learning with question prompts and feedback

    Victor Law, Program of Organization, Information, and Learning Sciences, United States; Ching-Huei Chen, National Changhua University of Education, Taiwan

    The purpose of this study was to examine the effects of the types of question prompts (Knowledge vs. Application Prompts) and feedback types (Knowledge of Correct Response (KCR) vs. Elaborated... More

    pp. 134-143

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  12. The effect of using humor and concept cartoons in high school ICT lesson on students’ achievement, retention, attitude and anxiety

    Berkay Çelik & Kerim Gündoğdu

    The purpose of this study was to investigate the effect of using humor and concept cartoons in 9th grade ICT lesson on students' academic achievement, attitude toward the lesson, anxiety about the ... More

    pp. 144-157

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  13. Rotate it! – Effects of touch-based gestures on elementary school students' solving of mental rotation tasks

    Steffi Zander, Stefanie Wetzel & Sven Bertel, Bauhaus-Universität Weimar, Germany

    Mobile devices with touch screens, such as tablets are increasingly used in classrooms. Pragmatic advantages are seen in high mobility during computer-based learning due to a high portability of... More

    pp. 158-169

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  14. Do clickers enhance learning? A control-value theory approach

    Isabel Buil, Faculty of Business and Economics of the University of Zaragoza. María de Luna, Spain; Sara Catalán & Eva Martínez, Faculty of Business and Economics of the University of Zaragoza., Spain

    The use of clickers in the classroom has gained popularity over the past few years. While significant work has been conducted on exploring clickers as drivers of learning outcomes, findings are... More

    pp. 170-182

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