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Computers & Education

January 2013 Volume 60, Number 1

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Table of Contents

Number of articles: 39

  1. Using mobile technologies to create interwoven learning interactions: An intuitive design and its evaluation

    Yu-Liang Ting

    Numerous studies have proposed and implemented various innovative designs of mobile learning practices, and several pedagogical affordances of mobile technologies in different subject domains have ... More

    pp. 1-13

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  2. Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments

    Shu-Sheng Liaw & Hsiu-Mei Huang

    The research purpose is to investigate learner self-regulation in e-learning environments. In order to better understand learner attitudes toward e-learning, 196 university students answer a... More

    pp. 14-24

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  3. Motivational beliefs, student effort, and feedback behaviour in computer-based formative assessment

    Caroline F. Timmers, Jannie Braber-van den Broek & Stéphanie M. van den Berg

    Feedback can only be effective when students seek feedback and process it. This study examines the relations between students' motivational beliefs, effort invested in a computer-based formative... More

    pp. 25-31

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  4. Construction of cognitive maps to improve e-book reading and navigation

    Liang-Yi Li, Gwo-Dong Chen & Sheng-Jie Yang

    People have greater difficulty reading academic textbooks on screen than on paper. One notable problem is that they cannot construct an effective cognitive map because of the lack of contextual... More

    pp. 32-39

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  5. Do blended virtual learning communities enhance teachers' professional development more than purely virtual ones? A large scale empirical comparison

    U. Matzat

    This article examines whether a mixture of virtual and real-life interaction—in contrast to purely virtual interaction—among some members of online communities for teachers is beneficial for all... More

    pp. 40-51

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  6. The relationship between video game use and a performance-based measure of persistence

    Matthew Ventura, Valerie Shute & Weinan Zhao

    An online performance-based measure of persistence was developed using anagrams and riddles. Persistence was measured by recording the time spent on unsolved anagrams and riddles. Time spent on... More

    pp. 52-58

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  7. The collective knowledge of social tags: Direct and indirect influences on navigation, learning, and information processing

    Ulrike Cress, Christoph Held & Joachim Kimmerle

    Tag clouds generated in social tagging systems can capture the collective knowledge of communities. Using as a basis spreading activation theories, information foraging theory, and the co-evolution... More

    pp. 59-73

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  8. Especially social: Exploring the use of an iOS application in special needs classrooms

    Rachelle Campigotto, Rhonda McEwen & Carrie Demmans Epp

    A five-month exploratory study was conducted with iOS mobile devices in two Toronto area schools with students in grades 7 through 12. Both classrooms were identified as Special Education classes... More

    pp. 74-86

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  9. Exploring asynchronous and synchronous tool use in online courses

    Murat Oztok, Daniel Zingaro, Clare Brett & Jim Hewitt

    While the independent contributions of synchronous and asynchronous interaction in online learning are clear, comparatively less is known about the pedagogical consequences of using both modes in... More

    pp. 87-94

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  10. Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from eye-movement patterns

    Lucia Mason, Maria Caterina Tornatora & Patrik Pluchino

    This study used eye-tracking methodology in the school setting to examine fourth graders' online processing of text and graphics while reading an illustrated science text. We were interested in... More

    pp. 95-109

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  11. Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course

    Peng-Chun Lin, Huei-Tse Hou, Shu-Ming Wang & Kuo-En Chang

    In recent years, social networking services (SNSs), for example, Facebook, have shown exponential growth in their number of users. Witnessing the popularity of these SNSs, educational researchers... More

    pp. 110-121

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  12. GLUE!: An architecture for the integration of external tools in Virtual Learning Environments

    Carlos Alario-Hoyos, Miguel L. Bote-Lorenzo, Eduardo Gómez-Sánchez, Juan I. Asensio-Pérez, Guillermo Vega-Gorgojo & Adolfo Ruiz-Calleja

    The integration of external tools in Virtual Learning Environments (VLEs) aims at enriching the learning activities that educational practitioners may design and enact. This paper presents GLUE!,... More

    pp. 122-137

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  13. Exploring the relationship between intention to use mobile phone as a visualization tool and regulation of cognition

    Chwee Beng Lee

    The use of computers for learning is often a complex issue which involves cognitive and metacognitive concerns. This gives rise to our interest in examining the intention to use technology with... More

    pp. 138-147

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  14. Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education

    Vehbi Celik & Etem Yesilyurt

    There is a large body of research regarding computer supported education, perceptions of computer self-efficacy, computer anxiety and the technological attitudes of teachers and teacher candidates.... More

    pp. 148-158

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  15. Does supporting multiple student strategies lead to greater learning and motivation? Investigating a source of complexity in the architecture of intelligent tutoring systems

    Maaike Waalkens, Vincent Aleven & Niels Taatgen

    Intelligent tutoring systems (ITS) support students in learning a complex problem-solving skill. One feature that makes an ITS architecturally complex, and hard to build, is support for strategy... More

    pp. 159-171

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  16. Subject line preferences and other factors contributing to coherence and interaction in student discussion forums

    Julie Skogs

    A number of factors may affect student interaction in an asynchronous online discussion forum used in learning. This study deals with student preferences for the subject line of messages and in... More

    pp. 172-183

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  17. Distributed Teaching Presence and communicative patterns in asynchronous learning: Name versus reply networks

    Anna Engel, César Coll & Alfonso Bustos

    This work explores some methodological challenges in the application of Social Network Analysis (SNA) to the study of Asynchronous Learning Networks (ALN). Our interest in the SNA is situated... More

    pp. 184-196

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  18. Educational and social correlates of the digital divide for rural and urban children: A study on primary school students in a provincial city of China

    Yan Li & Maria Ranieri

    Over the last decades, the issue of digital divide has received particular attention from international bodies and researchers in Western countries. One of the main reasons for this growing... More

    pp. 197-209

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  19. Game-like language learning in 3-D virtual environments

    Anke Berns, Antonio Gonzalez-Pardo & David Camacho

    This paper presents our recent experiences with the design of game-like applications in 3-D virtual environments as well as its impact on student motivation and learning. Therefore our paper starts... More

    pp. 210-220

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  20. The effects of inspecting and constructing part-task-specific visualizations on team and individual learning

    Bert Slof, Gijsbert Erkens, Paul A. Kirschner & Michelle Helms-Lorenz

    This study examined whether inspecting and constructing different part-task-specific visualizations differentially affects learning. To this end, a complex business-economics problem was structured... More

    pp. 221-233

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