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Computers & Education

May 2016 Volume 96, Number 1

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Table of Contents

Number of articles: 9

  1. The impact of integrating ICT with teaching: Evidence from a randomized controlled trial in rural schools in China

    Yu Bai, Center for Chinese Agricultural Policy; Di Mo, Stanford University, United States; Linxiu Zhang, Center for Chinese Agricultural Policy; Matthew Boswell & Scott Rozelle, Stanford University, United States

    Recent attention has been placed on whether integrating Information Communication Technology (hereafter, ICT) into education can effectively improve learning outcomes. However, the empirical... More

    pp. 1-14

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  2. Technology-supported student interaction in post-secondary education: A meta-analysis of designed versus contextual treatments

    Eugene Borokhovski & Robert M. Bernard, Centre for the Study of Learning and Performance, Canada; Rana M. Tamim, Zayed University, United Arab Emirates; Richard F. Schmid & Anna Sokolovskaya, Centre for the Study of Learning and Performance, Canada

    The present study extends the results of a larger meta-analysis that addressed the effects of technology use on student achievement and attitudes in postsecondary education. The focus of the... More

    pp. 15-28

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  3. Lifestyles, innovation attributes, and teachers' adoption of game-based learning: Comparing non-adopters with early adopters, adopters and likely adopters in Taiwan

    Shu-Chu Sarrina Li, Institute of Communication Studies; Wei-Chun Huang, Degree Program of E-learning

    The purpose of this study was to understand the factors that affected teachers' adoption of game-based learning (GBL). In particular, this study paid special attention to the non-adopters who did... More

    pp. 29-41

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  4. Students' LMS interaction patterns and their relationship with achievement: A case study in higher education

    Rebeca Cerezo, Department of Psychology, Spain; Miguel Sánchez-Santillán & M. Puerto Paule-Ruiz, Department of Computer Science, Spain; J. Carlos Núñez, Department of Psychology, Spain

    The use of Learning Management Systems has grown exponentially in the last several years and has come to have a strong effect on the teaching-learning process, particularly in higher education. The... More

    pp. 42-54

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  5. Effects of different online peer-feedback approaches on students' performance skills, motivation and self-efficacy in a dance course

    Lu-Ho Hsia & Iwen Huang, Department of Information and Learning Technology, Taiwan; Gwo-Jen Hwang, Graduate Institute of Digital Learning and Education, Taiwan

    It has become common practice to video record students' in-class dance moves. Such a teaching strategy is able to help students reflect on their dance performance by providing them with visualized ... More

    pp. 55-71

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  6. Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment

    Tien-Chi Huang, Department of Information Management; Chia-Chen Chen, Department of Management Information Systems; Yu-Wen Chou, Department of Information Management

    An antagonistic relationship is traditionally seen as existing between eco-education and technology, with conventional instructional approaches usually characterized by a commentator guiding... More

    pp. 72-82

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  7. Learning outcomes of a MOOC designed for attitudinal change: A case study of an Animal Behavior and Welfare MOOC

    William R. Watson, Woori Kim & Sunnie Lee Watson

    This study examines the case of an Animal Behavior and Welfare MOOC that specifically targeted attitudinal change in its learners. Attitudinal learning outcomes were evaluated using an author... More

    pp. 83-93

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  8. A longitudinal study on information-seeking knowledge in psychology undergraduates: Exploring the role of information literacy instruction and working memory capacity

    Tom Rosman, Anne-Kathrin Mayer & Günter Krampen, Leibniz Institute for Psychology Information (ZPID), Germany

    No longitudinal studies on whether the acquisition information literacy requires formal instruction or whether it just develops “naturally” have yet been published. Moreover, no studies exist on... More

    pp. 94-108

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  9. Measuring the effect of ARS on academic performance: A global meta-analysis

    José I. Castillo-Manzano, Mercedes Castro-Nuño & Lourdes López-Valpuesta, Applied Economics & Management Research Group, Spain; María Teresa Sanz-Díaz & Rocío Yñiguez, Facultad de Ciencias Económicas y Empresariales, Spain

    An increasing number of studies have addressed the impact of Audience Response Systems (ARS) on academic performance at all stages of education, although the evidence does not seem conclusive. With... More

    pp. 109-121

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