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Computers & Education

July 2018 Volume 122, Number 1

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Table of Contents

Number of articles: 21

  1. The effects of a digital formative assessment tool on spelling achievement: Results of a randomized experiment

    Janke M. Faber, Department of Research Methodology; Adrie J. Visscher, ELAN

    In this study, a randomized experimental design was used to examine the effects of a digital formative assessment tool on spelling achievement of third grade students (eight-to nine-years-olds).... More

    pp. 1-8

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  2. Learning Engagement and Persistence in Massive Open Online Courses (MOOCS)

    Yeonji Jung & Jeongmin Lee

    The purpose of this study was to investigate how to facilitate learners' engagement and persistence in massive open online courses (MOOCs). Specifically, this study used structural equation... More

    pp. 9-22

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  3. Realistic details in visualizations require color cues to foster retention

    Alexander Skulmowski & Günter Daniel Rey

    Research on visualizations suggests that realism can be distracting and cognitively demanding, thereby lowering learning performance. These results have been explained using cognitive load theory, ... More

    pp. 23-31

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  4. A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies

    Jo Tondeur, Interfaculty Department for Teacher Education, Belgium; Koen Aesaert, Department of Educational Studies, Belgium; Sarah Prestridge, Griffith University, Australia; Els Consuegra, Interfaculty Department for Teacher Education, Belgium

    Few empirical studies investigate the impact of pre-service teachers' background and ICT profile in combination with the support they receive from their teacher training institution on their ICT... More

    pp. 32-42

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  5. The mediation effects of gaming motives between game involvement and problematic Internet use: Escapism, advancement and socializing

    Shan-Mei Chang, Grace M.Y. Hsieh & Sunny S.J. Lin, Institute of Education

    The main purpose of this study was to examine the longitudinal mediation effects of multiple gaming motives from online game involvement to problematic Internet use (PIU). In terms of mediators,... More

    pp. 43-53

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  6. Use of the ARCS model in education: A literature review

    Kun Li, Doctor of Physical Therapy, United States; John M. Keller, Florida State University, United States

    This article reviews empirical research on applying the Attention, Relevance, Confidence, and Satisfaction (ARCS) model to real educational settings, including computer-based learning approaches.... More

    pp. 54-62

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  7. Mental effort detection using EEG data in E-learning contexts

    Fu-Ren Lin, Institute of Service Science, Taiwan; Chien-Min Kao, National Tsing Hua University, Taiwan

    E-learning becomes an alternative learning mode since the prevalence of the Internet. Especially, the advance of MOOC (Massive Open Online Course) technology enables a course to enroll tens of... More

    pp. 63-79

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  8. Understanding students’ preferences toward the smart classroom learning environment: Development and validation of an instrument

    Jason MacLeod & Harrison Hao Yang, Central China Normal University, China; Sha Zhu, Wuhan Huada National E-learning Technologies Co., Ltd., China; Yanhong Li, Central China Normal University, China

    This article presents the rationale for developing an instrument and initial evidence of validity and reliability in a higher education context. The 40-item instrument measures students'... More

    pp. 80-91

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  9. Unfamiliar technology: Reaction of international students to blended learning

    P.W.C. Prasad, Angelika Maag & Margaret Redestowicz, Charles Sturt University, Australia; Lau Siong Hoe, Multimedia University, Malaysia

    This study enquires into learners’ behavioural intentions towards the use of a blended learning program designed for post-graduate international IT students. The aim of this research is to develop ... More

    pp. 92-103

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  10. On the Nth presence for the Community of Inquiry framework

    Kadir Kozan, Faculty of Social Sciences and Humanities, Turkey; Secil Caskurlu, College of Education, United States

    The purpose of the present study was to provide a comprehensive and descriptive review of the earlier research done on the refinement of the Community of Inquiry framework (Garrison, Anderson, &... More

    pp. 104-118

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  11. Visual learning analytics of educational data: A systematic literature review and research agenda

    Camilo Vieira, Paul Parsons & Vetria Byrd, Knoy Hall of Technology, United States

    We present a systematic literature review of the emerging field of visual learning analytics. We review existing work in this field from two perspectives: First, we analyze existing approaches,... More

    pp. 119-135

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  12. Exploring four decades of research in Computers & Education

    Olaf Zawacki-Richter, University of Oldenburg, Germany; Colin Latchem, Australia

    A content analysis of abstracts and titles of 3674 full papers in More

    pp. 136-152

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  13. Learner support in MOOCs: Identifying variables linked to completion

    Elena Barberà Gregori, eLearn Center, Spain; Jingjing Zhang, Big Data Centre for Technology-mediated Education; Cristina Galván-Fernández, University of Barcelona, Spain; Francisco de Asís Fernández-Navarro, Department of Quantitative Methods, Spain

    This study investigated learner support strategies that enable the success and completion of Massive Open Online Courses (MOOCs). It examined five MOOCs categorised into three groups according to... More

    pp. 153-168

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  14. Demographic data of MOOC learners: Can alternative survey deliveries improve current understandings?

    Karmijn van de Oudeweetering & Orhan Agirdag

    Although demographic data in Massive Open Online Courses (MOOCs) have regularly been reported, these data are mainly retrieved through email-based surveys with very low response rates. This... More

    pp. 169-178

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  15. An exploratory study of blending the virtual world and the laboratory experience in secondary chemistry classrooms

    Georgia Wood Hodges, Lu Wang, Juyeon Lee, Allan Cohen & Yoonsun Jang

    Research suggests that serious educational games may support learning of microscopic phenomena by making the More

    pp. 179-193

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  16. Is information and communication technology satisfying educational needs at school?

    Simona Ferraro

    This paper assesses how the integration of ICT in education has affected the mathematics test scores for Italian students measured by the Programme for International Student Assessment 2012 data.... More

    pp. 194-204

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  17. Instructor presence effect: Liking does not always lead to learning

    Kristin E. Wilson & Mark Martinez, University of Waterloo, Canada; Caitlin Mills & Sidney D'Mello, University of Notre Dame, United States; Daniel Smilek & Evan F. Risko, University of Waterloo, Canada

    Online education provides the opportunity to present lecture material to students in different formats or modalities, however there is debate about which lecture formats are best. Here, we... More

    pp. 205-220

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  18. Learning communities in the crowd: Characteristics of content related interactions and social relationships in MOOC discussion forums

    Alyssa Friend Wise & Yi Cui

    This mixed method study used social network analysis (SNA) and inductive qualitative analysis to compare social relationships and the underlying interactions they represent in discussions related... More

    pp. 221-242

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  19. The impact of an iPad-supported annotation and sharing technology on university students' learning

    James Wakefield, Accounting Discipline Group, Australia; Jessica K. Frawley, Sydney School of Architecture, Design and Planning, Australia; Jonathan Tyler, Accounting Discipline Group, Australia; Laurel E. Dyson, School of Software, Australia

    iPads, or more generally tablet computers, have received rapid and widespread uptake across higher education. Despite this, there is limited evidence of how their use affects student learning... More

    pp. 243-259

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  20. Examination of relationships among students' self-determination, technology acceptance, satisfaction, and continuance intention to use K-MOOCs

    Young Ju Joo, Hyo-Jeong So & Nam Hee Kim

    Recognizing the recent MOOC movement in higher education, this study aims to examine credit-receiving university students' motivation to use K-MOOCs. In the hypothesized model, we posit three... More

    pp. 260-272

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