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Computers & Education

October 2015 Volume 88, Number 1

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Table of Contents

Number of articles: 33

  1. Bridging the app gap: An examination of a professional development initiative on mobile learning in urban schools

    Chrystalla Mouza, School of Education, United States; Tommi Barrett-Greenly, University of Central Florida, United States

    In this study we present a professional development initiative aimed at helping urban teachers in low-income underserved schools in the U.S. learn how to utilize iPads (a representative mobile... More

    pp. 1-14

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  2. Conceptualization, development and implementation of a web-based system for automatic evaluation of mathematical expressions

    Nancy D. Pacheco-Venegas & Gilberto López, Department of Computer Science, Mexico; María Andrade-Aréchiga, School of Telematic Engineering University of Colima, Mexico

    Assessment and feedback are important parts of the teaching and learning of mathematics; and in general, the process can benefit by the introduction of technology. MathDIP is a web-platform which... More

    pp. 15-28

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  3. Towards a conceptual framework for assessing the effectiveness of digital game-based learning

    Anissa All, Elena Patricia Nuñez Castellar & Jan Van Looy, Department of Communication Sciences, Belgium

    In recent years, interest has grown in the systematic assessment of the effectiveness of digital game-based learning (DGBL). A conceptual framework describing what effectiveness means in the... More

    pp. 29-37

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  4. Education and working life: VET adults' problem-solving skills in technology-rich environments

    Raija Hämäläinen, University of Jyvaskyla, Finland; Bram De Wever, Department of Educational Studies, Belgium; Antero Malin, University of Jyvaskyla, Finland; Sebastiano Cincinnato, Vrije Universiteit Brussel, Belgium

    The rapidly-advancing technological landscape in the European workplace is challenging adults' problem-solving skills. Workers with vocational education and training need flexible abilities to... More

    pp. 38-47

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  5. Creating formative feedback spaces in large lectures

    Kristine Ludvigsen, Rune Krumsvik & Bjarte Furnes

    Large lectures are the predominant way of teaching first-year students at universities in Norway. However, this forum for education is seldom discussed as a context for a formative feedback... More

    pp. 48-63

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  6. Students blogging about politics: A study of students' political engagement and a teacher's pedagogy during a semester-long political blog assignment

    Brett L. Levy, University at Albany, United States; Wayne Journell, University of North Carolina at Greensboro, United States; Yi He, University of Wisconsin–Madison, United States; Brian Towns, Oregon Alternative School and Integrated Studies, United States

    Many scholars have written about the Internet’s potential for engaging youth in public issues, but there has been little empirical research on the political engagement outcomes from students’... More

    pp. 64-71

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  7. Digital badges in afterschool learning: Documenting the perspectives and experiences of students and educators

    Katie Davis & Simrat Singh

    This paper explores the opportunities and challenges associated with implementing a digital badge system that awards high school credit for students' participation in afterschool programs serving... More

    pp. 72-83

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  8. Student engagement in course-based social networks: The impact of instructor credibility and use of communication

    Jehad Imlawi, Dawn Gregg & Jahangir Karimi, IS Department, Jordan

    Social network sites provide the opportunity for building and maintaining online social network groups around a specific interest. Despite the increasing use of social networks in higher education,... More

    pp. 84-96

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  9. The Technological Pedagogical Content Knowledge-practical (TPACK-Practical) model: Examination of its validity in the Turkish culture via structural equation modeling

    Yusuf Ay, Engin Karadağ & M. Bahaddin Acat

    The purpose of this study was to examine the construct of the Technological Pedagogical Content Knowledge [TPACK] Practical Model in the Turkish culture using structural equation modeling. The... More

    pp. 97-108

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  10. Comparing animated and static modes in educational gameplay on user interest, performance and gameplay anxiety

    Jon-Chao Hong, Min-Pei Lin, Ming-Yueh Hwang, Kai-Hsin Tai & Yen-Chun Kuo

    To compare the perception of animated to static mode of gameplay and how it affects the emotional state and performance of playing, this study designed two games, Chinese idiom string up game ... More

    pp. 109-118

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  11. Use of animated text to improve the learning of basic mathematics

    José María Luzón, Department of Developmental Psychology and Education, Spain; Emilio Letón, Department of Artificial Intelligence, Spain

    A small detail can have large consequences. Current technological systems have opened up a huge world of possibilities for teachers at all levels and in every field. This research study concerns... More

    pp. 119-128

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  12. Reflection-in-action markers for reflection-on-action in Computer-Supported Collaborative Learning settings

    Élise Lavoué, Magellan, France; Gaëlle Molinari, Distance Learning University Switzerland, Switzerland; Yannick Prié, University of Nantes, France; Safè Khezami, Université de Toulon, France

    We describe an exploratory study on the use of markers set during a synchronous collaborative interaction (reflection-in-action) for later construction of reflection reports upon the collaboration ... More

    pp. 129-142

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  13. Technology-enhanced game-based team learning for improving intake of food groups and nutritional elements

    Ya-Ting Carolyn Yang, Institute of Education & Center for Teacher Education; Chi-Jane Wang, Department of Nursing; Meng-Fang Tsai, Institute of Education & Center for Teacher Education; Jeen-Shing Wang, Department of Electrical Engineering

    Nutrition is a critical issue for educators, particularly given the unhealthy eating behaviors of many adolescents. While knowledge and self-reflection are important, learners must also be... More

    pp. 143-159

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  14. Learning with quizzes, simulations, and adventures: Students' attitudes, perceptions and intentions to learn with different types of serious games

    Valentin Riemer & Claudia Schrader

    Students' attitudes, their perceptions of cognitive and affective quality as predictors of attitudes, and the resulting intention toward learning with serious games remains ambiguous, largely due... More

    pp. 160-168

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  15. Effects of commercial video games on cognitive elaboration of physical concepts

    Chuen-Tsai Sun, Shu-Hao Ye & Yu-Ju Wang

    The authors use physical concepts to investigate cognitive elaboration using a commercial game-based review teaching method versus a lecture-based method. Experiments involved two popular casual... More

    pp. 169-181

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  16. Facilitating critical thinking using the C-QRAC collaboration script: Enhancing science reading literacy in a computer-supported collaborative learning environment

    Yuan-Hsuan Lee

    The criticism that reading online results in shallow reading may reflect the need for an intervention that can provide sufficient technological and pedagogical supports to socially and cognitively ... More

    pp. 182-191

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  17. Secondary school educators' perceptions and practices in handling cyberbullying among adolescents: A cluster analysis

    Ann DeSmet & Nathalie Aelterman, Ghent University, Belgium; Sara Bastiaensens, Katrien Van Cleemput, Karolien Poels & Heidi Vandebosch, University of Antwerp, Belgium; Greet Cardon & Ilse De Bourdeaudhuij, Ghent University, Belgium

    School educators play an important role in cyberbullying management. Since scarce earlier research indicated low perceived competence of school educators in handling cyberbullying, more insight is ... More

    pp. 192-201

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  18. Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning

    Ronny Scherer, Centre for Educational Measurement at the University of Oslo (CEMO), Norway; Fazilat Siddiq, Department of Teacher Education and School Research, Norway; Timothy Teo, Faculty of Education, China

    Studies on teachers' acceptance and use of information and communication technology (ICT) have revealed perceived usefulness to be a crucial determinant for integrating ICT in classrooms. In... More

    pp. 202-214

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  19. Negotiation based adaptive learning sequences: Combining adaptivity and adaptability

    Chih-Yueh Chou & K. Robert Lai, Department of Computer Science and Engineering; Po-Yao Chao, Department of Information Communication; Chung Hsien Lan, Department of Information Management; Tsung-Hsin Chen, Department of Computer Science and Engineering

    This study proposes a negotiation-based approach to combine the notion of adaptivity (system-controlled adaptation) and adaptability (user-controlled adaptation) for an adaptive learning system.... More

    pp. 215-226

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  20. An experience of personalized learning hub initiative embedding BYOD for reflective engagement in higher education

    Siu Cheung Kong & Yanjie Song

    The article shares an experience in the implementation of the “personalized learning hub” initiative embedding Bring Your Own Device (BYOD) on learners' reflective engagement in flipped classrooms ... More

    pp. 227-240

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