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Computers & Education

November 2017 Volume 114, Number 1

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Table of Contents

Number of articles: 19

  1. Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes

    Marina Volk & Mara Cotič, Faculty of Education, Slovenia; Matej Zajc, Faculty of Electrical Engineering, Slovenia; Andreja Istenic Starcic, Faculty of Education, Slovenia

    This study examined the impact of tablet-based cross-curricular maths activities on the acquisition of higher-order learning outcomes over seven months in twelve third grade classrooms in Slovenia.... More

    pp. 1-23

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  2. Pre-test influences on the effectiveness of digital-game based learning: A case study of a fire safety game

    Anissa All, Department of Communication Sciences, Belgium; Barbara Plovie, HOWEST University of Applied Sciences, Belgium; Elena Patricia Nuñez Castellar & Jan Van Looy, Department of Communication Sciences, Belgium

    In recent years, critiques have been formulated regarding current evaluation methods of digital game-based learning (DGBL) effectiveness, raising doubt with regard to the validity of certain... More

    pp. 24-37

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  3. RDU Model dedicated to evaluate needed counsels for Serious Game projects

    Julian Alvarez, Univ. Valenciennes, France; Jean-Yves Plantec, IRIT, France; Mathieu Vermeulen, Sorbonnes Universités, France; Christophe Kolski, LAMIH UMR CNRS 8201, France

    This paper aims at identifying the counsels that are necessary to achieve the Realization, Dissemination and Use of a Serious Game. In our opinion, these counsels are an additional facet for all... More

    pp. 38-56

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  4. Teachers in school-based technology innovations: A typology of their beliefs on teaching and technology

    Wilfried Admiraal & Monika Louws, Leiden University; Ditte Lockhorst, Oberon Research and Consultancy; Tineke Paas, Utrecht University; Michael Buynsters, Oberon Research and Consultancy; Amina Cviko, Caressa Janssen, Mario de Jonge & Suzan Nouwens, Utrecht University; Lysanne Post, Leiden University; Frauke van der Ven & Liesbeth Kester, Utrecht University

    In many innovations in technology and education in secondary schools, teachers are the crucial agents of these innovations. To select, match and support groups of teachers for particular school... More

    pp. 57-68

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  5. Thou shall not try to speak in the Facebook language: Students' perspectives regarding using Facebook for chemistry learning

    Shelley Rap & Ron Blonder

    Facebook is the most commonly used Social Network Site (SNS) in the world. In this paper we explore students' attitudes towards the use of SNSs as a platform for learning chemistry and provide... More

    pp. 69-78

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  6. An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system

    Feng Hsu Wang

    How to promote engagement and achievement in flipped classroom has been a critical research issue. It has been recognized that a course design enticing students’ behaviour, emotional and cognitive ... More

    pp. 79-91

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  7. Towards teaching as design: Exploring the interplay between full-lifecycle learning design tooling and Teacher Professional Development

    Juan I. Asensio-Pérez & Yannis Dimitriadis, School of Telecommunications Engineering, Spain; Francesca Pozzi, Istituto Tecnologie Didattiche (ITD) – Consiglio Nazionale delle Ricerche (CNR), Italy; Davinia Hernández-Leo, Serra Húnter Fellow, Spain; Luis P. Prieto, School of Educational Sciences, Estonia; Donatella Persico, Istituto Tecnologie Didattiche (ITD) – Consiglio Nazionale delle Ricerche (CNR), Italy; Sara L. Villagrá-Sobrino, Faculty of Education and Social Work, Spain

    Recent research suggests that training teachers as learning designers helps promote technology-enhanced educational innovations. However, little attention has been paid so far to the interplay... More

    pp. 92-116

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  8. Improving student relatedness through an online discussion intervention: The application of self-determination theory in synchronous hybrid programs

    Nikolaus T. Butz, University of Wisconsin – Stevens Point, United States; Robert H. Stupnisky, University of North Dakota, United States

    Students' feelings of relatedness (i.e., feeling connected to others) are crucial for success in any learning environment; however, online courses often limit relatedness development, either by... More

    pp. 117-138

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  9. Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis

    Bogi Perelmutter, Karla K. McGregor & Katherine R. Gordon

    An increasing amount of assistive technology interventions exist for adolescents and adults with learning disabilities, but there has been no systematic review of their effectiveness.Are assistive ... More

    pp. 139-163

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  10. Reviews in instructional video

    Hans van der Meij

    This study investigates the effectiveness of a video tutorial for software training whose construction was based on a combination of insights from multimedia learning and Demonstration-Based... More

    pp. 164-174

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  11. Digital games-based learning for children with dyslexia: A social constructivist perspective on engagement and learning during group game-play

    Asimina Vasalou, UCL Knowledge Lab, United Kingdom; Rilla Khaled, Concordia University, Canada; Wayne Holmes, Institute of Educational Technology, United Kingdom; Daniel Gooch, Department of Computing and Communications, United Kingdom

    Taking a process-orientated, social constructivist lens, we examine the case of a digital game called Words Matter. The game was designed for children with dyslexia and was informed by principles... More

    pp. 175-192

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  12. Reconsidering the voice effect when learning from a virtual human

    Scotty D. Craig, Arizona State University, United States; Noah L. Schroeder, Wright State University, United States

    The current paper investigates an essential design component of virtual humans, the voice they communicate with, by examining the impact of varied voice types. A standard voice effect has held that... More

    pp. 193-205

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  13. Training predictive L2 processing with a digital game: Prototype promotes acquisition of anticipatory use of tone-suffix associations

    Andrea Schremm, Anna Hed, Merle Horne & Mikael Roll

    The present article introduces the concept of an educational game application aimed at providing training in predictive second language (L2) processing. The prototype of the game, focusing on... More

    pp. 206-221

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  14. An analysis of student collaborative problem solving activities mediated by collaborative simulations

    Chia-Jung Chang, Ming-Hua Chang, Bing-Cheng Chiu, Chen-Chung Liu, Shih-Hsun Fan Chiang & Cai-Ting Wen, Graduate Institute of Network Learning Technology, Taiwan; Fu-Kwun Hwang, Department of Physics, Taiwan; Ying-Tien Wu, Graduate Institute of Network Learning Technology, Taiwan; Po-Yao Chao, Department of Information Communication, Taiwan; Chia-Hsi Lai & Su-Wen Wu, Jhongli Senior High School, Taiwan; Chih-Kang Chang, Hsinchuang Senior High School, Taiwan; Wenli Chen, National Institute of Education, Singapore

    Collaborative problem solving (CPS) is considered as one of the core competencies of the 21st century. Collaborative simulations which allow multiple students to participate in CPS activities in a ... More

    pp. 222-235

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  15. Enjoyment or involvement? Affective-motivational mediation during learning from a complex computerized simulation

    Cyril Brom, Filip Děchtěrenko, Nikola Frollová, Tereza Stárková & Edita Bromová, Faculty of Mathematics and Physics, Czech Republic; Sidney K. D’Mello, University of Notre Dame, United States

    There is increased interest in augmenting multimedia instructional materials to elevate learners’ positive affective-motivational states in order to improve learning. However, these efforts have... More

    pp. 236-254

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  16. Technology usage in mathematics education research – A systematic review of recent trends

    Aibhín Bray & Brendan Tangney

    There is a significant body of research relating to technology-enhanced mathematics education and the perceived potential of digital tools to enhance the learning experience. The aim of this... More

    pp. 255-273

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  17. Learner profiles of attitudinal learning in a MOOC: An explanatory sequential mixed methods study

    Sunnie Lee Watson & William R. Watson, Department of Curriculum and Instruction, United States; Ji Hyun Yu, Hub for Teaching and Learning Resources, United States; Hamdan Alamri & Chad Mueller, Department of Curriculum and Instruction, United States

    The aims of the study were to investigate learner profiles in a MOOC focused on attitudinal learning, Science of Happiness, based on learner self-assessment of “happiness” and relationships with... More

    pp. 274-285

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  18. Accessing online learning material: Quantitative behavior patterns and their effects on motivation and learning performance

    Liang-Yi Li, Research Center for Science and Technology for Learning, Taiwan; Chin-Chung Tsai, Program of Learning Sciences, Taiwan

    Accessing learning materials, that is, lecture slides, video lectures, shared assignments, and forum messages, is the most frequently performed online learning activity. However, students with... More

    pp. 286-297

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  19. Enhancing nutrition-majored students’ reflective judgment through online collective reflection

    Asta Y.Z. Lord & Ming-Puu Chen, Graduate Institute of Information and Computer Education; Yu-Yao Cheng, Department of Health and Nutrition; Ku-Chou Tai, BITs Information Technology Consultants Co., Ltd.; Wen-Harn Pan, Institute of Population Health Sciences

    Reflective judgement is a critical capability for dietitians since they are often confronted with contradictory evidence and conflicting viewpoints. The lack of reflective judgment literature for... More

    pp. 298-308

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