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Computers & Education

July 2019 Volume 135, Number 1

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Table of Contents

Number of articles: 11

  1. Student acceptance of virtual laboratory and practical work: An extension of the technology acceptance model

    Rosa Estriegana, Computer Engineering Department, Spain; José-Amelio Medina-Merodio & Roberto Barchino, Computer Science Department, Spain

    The development of Internet technologies and new ways of sharing information has facilitated the emergence of a variety of elearning scenarios. However, in technological areas such as engineering, ... More

    pp. 1-14

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  2. Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz

    Derya Orhan Göksün & Gülden Gürsoy, Adiyaman University, Turkey

    The purpose of the present study was to investigate the reflections of gamification activities that are used as a formative assessment tool based on academic achievement and student engagement in... More

    pp. 15-29

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  3. The effect of cues for calibration on learners' self-regulated learning through changes in learners’ learning behaviour and outcomes

    Stijn Van Laer & Jan Elen

    Literature on blended learning emphasizes the importance of self-regulation for learning in blended learning environments and the role of learners' calibration. Although literature on calibration... More

    pp. 30-48

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  4. Information technology pathways in education: Interventions with middle school students

    Angela K. Hollman & Travis J. Hollman, University of Nebraska at Kearney, United States; Frank Shimerdla, A & O Grant Consulting, United States; Matthew R. Bice & Megan Adkins, University of Nebraska at Kearney, United States

    Although there continue to be many efforts to increase STEM interest in the younger audience, shortages in the STEM fields continue to exist. In order to combat this shortage, this study sought to ... More

    pp. 49-60

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  5. Effects of instruction supported by web 2.0 tools on prospective teachers' biotechnology literacy

    Esra Açikgül Firat, Adiyaman University, Turkey; Mustafa Serdar Köksal, Hacettepe University, Turkey

    The purpose of this study is to determine the effect of instruction supported by Web 2.0 tools on prospective science teachers' biotechnology literacy. The study was conducted by using experimental... More

    pp. 61-74

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  6. Employing community question answering for online discussions in university courses: Students’ perspective

    Ivan Srba, Slovak University of Technology in Bratislava, Slovakia (Slovak Republic); Milos Savic, University of Novi Sad; Maria Bielikova, Slovak University of Technology in Bratislava, Slovakia (Slovak Republic); Mirjana Ivanovic, University of Novi Sad; Cesare Pautasso, University of Lugano, Switzerland

    In university courses as well as in MOOCs, Community Question Answering (CQA) systems have been recently recognized as a promising alternative to standard discussion forums for mediating online... More

    pp. 75-90

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  7. How language choices in feedback change with technology: Engagement in text and screencast feedback on ESL writing

    Kelly J. Cunningham

    An understanding of the impact of our technological choices in giving feedback has become a necessity for instructors. However, few studies have explored how technology choices might be influencing... More

    pp. 91-99

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  8. Primary school pupils' emotional experiences of synchronous audio-led online communication during online one-to-one tuition

    Debbie Humphry, Room 1067, School Geography Geology and the Environment, United Kingdom; Gillian Hampden-Thompson, School of Education and Social Work, United Kingdom

    Understanding the emotional aspects of pedagogical approaches for primary-aged school children engaged in synchronous audio-led one-to-one online tuition is the focus of this qualitative research... More

    pp. 100-112

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  9. Do students understand the detrimental effects of mind wandering during online learning?

    Christopher A. Was, R. Benjamin Hollis & John Dunlosky

    Do students understand the potentially detrimental effects of mind wandering as they are watching a lecture online? To answer this question, we combined methods used to assess mind wandering and... More

    pp. 113-122

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  10. Online gaming motive profiles in late adolescence and the related longitudinal development of stress, depression, and problematic internet use

    Shan-mei Chang & Sunny S.J. Lin, Institute of Education, Taiwan

    Many studies have shown that some game motives help to identify the risk for the development of problematic Internet use, especially advancement, escapism and socializing. Previous researchers have... More

    pp. 123-137

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  11. Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis

    Garry Falloon

    Early research investigated young students' understandings of science concepts using physical equipment, but technological advances now mean there are new options to introduce these ideas, through ... More

    pp. 138-159

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