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Journal of Computer Assisted Learning

February 2019 Volume 35, Number 1

Editors

A. Kirschner Paul

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Table of Contents

Number of articles: 15

  1. Impact of using interactive devices in Spanish early childhood education public schools

    Estefanía Martín, David Roldán‐Alvarez, Pablo A. Haya, Cristina Fernández‐Gaullés, Cristian Guzmán & Hermelinda Quintanar

    The adoption of Information and Communication Technologies in early childhood education is crucial for adapting traditional classrooms to the digital era. Over time, young children are increasingly... More

    pp. 1-12

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  2. How does the smartphone usage of college students affect academic performance?

    Sunyoung Han & Yong Jeong Yi

    The present study aims to investigate the effects of smartphone use by college students on their perceived academic performance. Using five hypotheses derived from the literature related to... More

    pp. 13-22

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  3. How a semantic diagram tool influences transaction costs during collaborative problem solving

    Xiaoqing Gu & Huiying Cai

    A semantic diagram tool is proposed in this study in order to structure collaborative problem solving (CPS) based on cognitive load theory (CLT). To investigate its effects on transaction cost and ... More

    pp. 23-33

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  4. The effect of netbook ownership on children's academic achievement in mathematics, reading, and writing

    Louise Starkey & Jingyi Zhong

    How computers in schools impact on children's learning has been studied through research that explores student achievement at one point in time or by comparing different classroom contexts with... More

    pp. 34-41

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  5. The instructor's gaze guidance in video lectures improves learning

    Hongyan Wang, Zhongling Pi & Weiping Hu

    Instructor behaviour is known to affect learning performance, but it is unclear which specific instructor behaviours can optimize learning. We used eye‐tracking technology and questionnaires to... More

    pp. 42-50

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  6. An investigation of the validity of course‐based online assessment methods: The role of computer‐related attitudes and assessment mode preferences

    Claire Hewson & John P. Charlton

    The use of e‐assessment methods raises important concerns regarding the reliability and validity of these methods. Potential threats to validity include mode effects and the possible influence of... More

    pp. 51-60

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  7. Studying the effects of computer serious games on people with intellectual disabilities or autism spectrum disorder: A systematic literature review

    Stavros Tsikinas & Stelios Xinogalos

    This study examines the available literature on the effects of serious games on people with intellectual disabilities or autism spectrum disorder. The studies were categorized based on the... More

    pp. 61-73

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  8. The instructional benefits of dynamic visualizations in the acquisition of basketball tactical actions

    Ghazi Rekik, Aïmen Khacharem, Yosra Belkhir, Naila Bali & Mohamed Jarraya

    Recent studies exploring the effects of dynamic visualizations on learning compared with static visualizations have yielded mixed results. Procedural motor learning is one of the few fields in... More

    pp. 74-81

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  9. Effectiveness of clicker‐assisted teaching in improving the critical thinking of adolescent learners

    Etrat AlZahra Ghanaat Pisheh, Yaser NejatyJahromy, Rahim Badri Gargari, Touraj Hashemi & Eskandar Fathi‐Azar

    The effect of the implementation of student response systems (SRSs) in teaching on the critical thinking (CT) of young students was investigated. The study benefited from a quasi‐experimental... More

    pp. 82-88

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  10. Investigating the adoption of MOOCs: A technology–user–environment perspective

    Long Ma & Chei Sian Lee

    In spite of the potentials promised by MOOCs (massive open online courses), the adoption rate of MOOCs is still low, especially in developing countries. Research on the adoption of MOOCs in... More

    pp. 89-98

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  11. Learning linkages: Integrating data streams of multiple modalities and timescales

    Ran Liu, John Stamper, Jodi Davenport, Scott Crossley, Danielle McNamara, Kalonji Nzinga & Bruce Sherin

    Increasingly, student work is being conducted on computers and online, producing vast amounts of learning‐related data. The educational analytics fields have produced many insights about learning... More

    pp. 99-109

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  12. Improving essay peer grading accuracy in massive open online courses using personalized weights from student's engagement and performance

    Carlos García‐Martínez, Rebeca Cerezo, Manuel Bermúdez & Cristóbal Romero

    Most massive open online courses (MOOC) use simple schemes for aggregating peer grades, taking the mean or the median, or compute weights from information other than the instructor's opinion about ... More

    pp. 110-120

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  13. Chalk and talk versus flipped learning: A case study

    Keith W. Maycock

    The case study was carried out at a third‐level college in Ireland to investigate the performance of a student population completing a first year computer architecture module using a flipped... More

    pp. 121-126

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  14. Process assessment in dynamic testing using electronic tangibles

    Jochanan Veerbeek, Bart Vogelaar, Janneke Verhaegh & Wilma C.M. Resing

    Task solving processes and changes in these processes have long been expected to provide valuable information about children's performance in school. This article used electronic tangibles ... More

    pp. 127-142

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  15. Touch‐typing for better spelling and narrative‐writing skills on the computer

    Marjolijn Weerdenburg van, Mariëtte Tesselhof & Henny Meijden van der

    This study investigated the effect of a touch‐typing course on the spelling and narrative‐writing skills on the computer of elementary school students. Data of 207 students in Grades 4, 5, and 6... More

    pp. 143-152

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