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Computers & Education

January 2019 Volume 128, Number 1

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Table of Contents

Number of articles: 33

  1. The role of planning in complex problem solving

    Beate Eichmann & Frank Goldhammer, German Institute for International Educational Research, Germany; Samuel Greiff, University of Luxembourg, Luxembourg; Liene Pucite, Goethe University Frankfurt, Germany; Johannes Naumann, University of Wuppertal, Germany

    Complex problem solving (CPS) is a highly transversal competence needed in educational and vocational settings as well as everyday life. The assessment of CPS is often computer-based, and therefore... More

    pp. 1-12

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  2. The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education

    Ronny Scherer, Department of Teacher Education and School Research (ILS) and Centre for Educational Measurement at the University of Oslo, Norway; Fazilat Siddiq, University of South-Eastern Norway (USN), Norway; Jo Tondeur, Vrije Universiteit Brussel & Ghent University, Belgium

    The extent to which teachers adopt technology in their teaching practice has long been in the focus of research. Indeed, a plethora of models exist explaining influential factors and mechanisms of ... More

    pp. 13-35

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  3. Learning with multiple online texts as part of scientific inquiry in the classroom

    Sarah Sullivan, University of Wisconsin School of Medicine and Public Health, United States; Sadhana Puntambekar, University of Wisconsin, United States

    The aim of this study was to investigate how teachers interact with students in order to prepare them to conduct research with multiple online texts as part of the process of scientific inquiry in ... More

    pp. 36-51

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  4. Learning to code via tablet applications: An evaluation of Daisy the Dinosaur and Kodable as learning tools for young children

    Sarah Pila & Fashina Aladé, Media, Technology, and Society Program, United States; Kelly J. Sheehan, Alexis R. Lauricella & Ellen A. Wartella, Department of Communication Studies, United States

    Despite the growing number of digital apps designed to teach coding skills to young children, we know little about their effectiveness. To formally explore this question, we conducted a... More

    pp. 52-62

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  5. Effects of a mathematics game-based learning environment on primary school students' adaptive number knowledge

    Boglárka Brezovszky, Jake McMullen, Koen Veermans, Minna M. Hannula-Sormunen, Gabriela Rodríguez-Aflecht, Nonmanut Pongsakdi, Eero Laakkonen & Erno Lehtinen, Centre for Research on Learning and Instruction, Finland

    Developing adaptive expertise with arithmetic problem solving is a much desired aim of primary school mathematics education. However, there are very few practical tools for teachers that would aid ... More

    pp. 63-74

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  6. An in-depth analysis of adult students in blended environments: Do they regulate their learning in an ‘old school’ way?

    Silke Vanslambrouck, Chang Zhu, Bram Pynoo, Valérie Thomas & Koen Lombaerts, Department of Educational Sciences, Belgium; Jo Tondeur, Interfaculty Department of Teacher Education, Belgium

    Separation in time and place during the learning process reduces the ability of teachers to observe their students' learning behaviours and provide tailored support. This occurs in blended adult... More

    pp. 75-87

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  7. Improving quality of teaching and learning in classes by using augmented reality video

    Joanne Yip, Sze-Ham Wong & Kit-Lun Yick, Institute of Textiles and Clothing, Hong Kong; Kannass Chan, Educational Development Centre, Hong Kong; Ka-Hing Wong, Department of Applied Biology and Chemical Technology, Hong Kong

    This study contributes to enhancing students’ learning experience and increasing their understanding of complex issues by incorporating an augmented reality (AR) mobile application (app) into a... More

    pp. 88-101

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  8. Facilitating professional mobile learning communities with instant messaging

    Christoph Pimmer, Learning.lab, Switzerland; Florian Brühlmann, Center for Cognitive Psychology and Methodology, Switzerland; Titilayo Dorothy Odetola, Department of Nursing, Nigeria; Deborah Olusola Oluwasola, Oluwafemi Dipeolu & Ademola J. Ajuwon, African Regional Health Education Center, Nigeria

    Although Mobile Instant Messaging (MIM) is a massive communication phenomenon and its educational use can be seen as a genuine form of mobile learning, it has been studied to a limited extent to... More

    pp. 102-112

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  9. A study on academic staff personality and technology acceptance: The case of communication and collaboration applications

    Catalin Ioan Maican, Department of Management and Business Information Systems, Romania; Ana-Maria Cazan, Department of Psychology, Romania; Radu Constantin Lixandroiu & Lavinia Dovleac, Department of Management and Business Information Systems, Romania

    Over the recent years, the communication and collaboration based on online applications has been ubiquitous, being used in teaching, learning and research. In this context, the present study... More

    pp. 113-131

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  10. An intelligent diagnostic framework: A scaffolding tool to resolve academic reading problems of Thai first-year university students

    Chayaporn Kaoropthai & Onjaree Natakuatoong, Department of Educational Technology and Communications, Thailand; Nagul Cooharojananone, Department of Mathematics and Computer Science, Thailand

    To accommodate teaching an English class with varied language abilities, an intelligent diagnostic framework (IDF) employing the twostep clustering (TSC) of data mining technique was proposed. A... More

    pp. 132-144

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  11. Modelling and statistical analysis of YouTube's educational videos: A channel Owner's perspective

    Samant Saurabh & Sanjana Gautam

    YouTube is one of the most popular websites. It is a vast resource for educational content. To better understand the characteristics and impact of YouTube on education, we have analyzed a popular... More

    pp. 145-158

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  12. Analyzing students' perceptions to improve the design of an automated assessment tool in online distributed programming

    Thanasis Daradoumis, Joan Manuel Marquès Puig, Marta Arguedas & Laura Calvet Liñan, Department of Computer Science, Spain

    Designing an automated assessment tool in online distributed programming can provide students with a meaningful distributed learning environment that improves their academic performance. However,... More

    pp. 159-170

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  13. How pre-service English teachers enact TPACK in the context of web-conferencing teaching: A design thinking approach

    Jun-Jie Tseng, Yuh-Show Cheng & Hsi-Nan Yeh

    Technological Pedagogical Content Knowledge (TPACK) is a teacher knowledge construct in relation to integrating technology into teaching. However, whether this theoretical concept exists in... More

    pp. 171-182

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  14. Affordances of using mobile technology to support experience-sampling method in examining college students' engagement

    Kui Xie, The Ohio State University, United States; Benjamin C. Heddy & Barbara A. Greene, University of Oklahoma, United States

    In an investigation with 133 undergraduate students, we measured affective, cognitive, behavioral engagement, and self-regulation with a pre-survey, a post-survey, and More

    pp. 183-198

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  15. How instructors frame students' interactions with educational technologies can enhance or reduce learning with multiple representations

    Sally P.W. Wu, Jainaba Corr & Martina A. Rau

    Instructors in STEM classrooms often frame students' interactions with technologies to help them learn content. For instance, in many STEM domains, instructors commonly help students translate... More

    pp. 199-213

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  16. Effective principles of informal online learning design: A theory-building metasynthesis of qualitative research

    Alison Anderson Holland

    Informal online learning is the unstructured learning that happens in daily life while people are accessing the internet. Research on the use and design of interactive Web 2.0 platforms for... More

    pp. 214-226

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  17. Technology and writing: Review of research

    Cheri Williams, Literacy and Second Language Studies, United States; Sandra Beam, School of Education & Behavioral Sciences, United States

    This review examined 29 empirical studies published in peer-reviewed journals from 2002 to 2017 that investigated the use of computers and information and communication technologies during writing ... More

    pp. 227-242

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  18. Implementing Facebook-based instructional approach in pre-service teacher education: An empirical investigation

    Charu Saini & Jessy Abraham

    The present study was designed to investigate the effect of Facebook-based instructional approach on preservice teachers learning achievement and engagement. A pre-test post-test quasi-experimental... More

    pp. 243-255

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  19. Investigating learning outcomes and subjective experiences in 360-degree videos

    Michael A. Rupp, Technology and Aging Laboratory, United States; Katy L. Odette, Institute for Simulation and Training, United States; James Kozachuk, Jessica R. Michaelis, Janan A. Smither & Daniel S. McConnell, Technology and Aging Laboratory, United States

    Virtual Reality experiences, particularly the 360-degree video, have become popular in recent years for creating immersive educational experiences. However, much is still unknown regarding the... More

    pp. 256-268

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  20. The impact of a flipped classroom approach on student learning experience

    Isaiah T. Awidi, Edith Cowan University, Australia; Mark Paynter, Centre of Excellence for Natural Resource Management, University of Western Australia, Australia

    In this paper we report on our evaluation of the impact of a flipped classroom approach on the learning experience of students undertaking an undergraduate biology course. The flipped sessions... More

    pp. 269-283

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