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Computers & Education

June 2014 Volume 75, Number 1

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Table of Contents

Number of articles: 24

  1. The effects of UZWEBMAT on the probability unit achievement of Turkish eleventh grade students and the reasons for such effects

    Özcan Özyurt & Hacer Özyurt, Software Engineering Department, Turkey; Bülent Güven & Adnan Baki, Department of Science and Mathematics Education, Turkey

    This study aimed at determining the effects of UZWEBMAT (Turkish abbreviation of Adaptive and INtelligent WEB based MAThematics teaching–learning system) on the probability unit academic... More

    pp. 1-18

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  2. What else do college students “do” while studying? An investigation of multitasking

    Charles Calderwood, Virginia Commonwealth University, United States; Phillip L. Ackerman & Erin Marie Conklin, Georgia Institute of Technology, United States

    We investigated the frequency and duration of distractions and media multitasking among college students engaged in a 3-h solitary study/homework session. Participant distractions were assessed... More

    pp. 19-29

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  3. OpenGnSys: A novel system toward centralized deployment and management of computer laboratories

    T.J. Mateo Sanguino, I. Fernández de Viana, D.A. López García & E. Cortés Ancos

    Operation and status of computers in teaching laboratories can significantly influence motivation and expectation of students, thus resulting in a reduction of their academic progress. To address... More

    pp. 30-43

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  4. Use of instructional technology to improve teacher candidate knowledge of vocabulary instruction

    Emily Ely, Paige C. Pullen, Michael J. Kennedy, Shanna Eisner Hirsch & Mira Cole Williams

    Teacher educators play an influential role in the chain of improvement needed to address gaps in vocabulary knowledge and performance for some children. If created in careful accordance to design... More

    pp. 44-52

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  5. Supporting online collaborative learning in small groups: Teacher feedback on learning content, academic task and social participation

    César Coll, María José Rochera & Ines de Gispert

    The aim of the present study is to contribute to the understanding of the assistance provided by the teacher through feedback to support knowledge building among higher education students working... More

    pp. 53-64

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  6. Mobile app selection for 5th through 12th grade science: The development of the MASS rubric

    Lucy Santos Green, Georgia Southern University, United States; Richard P. Hechter, University of Manitoba, Canada; P. Dawn Tysinger & Karen D. Chassereau, Georgia Southern University, United States

    Tablets devices for student use present several advantages over laptops and desktops including portability, touch-screen features and numerous applications. However, the magnitude of apps available... More

    pp. 65-71

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  7. Cognitive outcomes from the Game-Design and Learning (GDL) after-school program

    Mete Akcaoglu, West Virginia University, United States; Matthew J. Koehler, Michigan State University, Department of Counseling, Educational Psychology, and Special Education, United States

    The Game-Design and Learning (GDL) initiative engages middle school students in the process of game-design in a variety of in-school, after-school, and summer camp settings. The goal of the GDL... More

    pp. 72-81

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  8. An empirical study comparing gamification and social networking on e-learning

    Luis de-Marcos, Adrián Domínguez, Joseba Saenz-de-Navarrete & Carmen Pagés

    While social networking has already demonstrated its efficiency in e-learning, gamification, which is the use of game-thinking and playful design in non-game contexts, has only shown its potential ... More

    pp. 82-91

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  9. Assessing effects of information architecture of digital libraries on supporting E-learning: A case study on the Digital Library of Nature & Culture

    Chih-Ming Chen & Shang-Tzu Lin

    Modern digital libraries not only contain rich digital resources, they are also required to provide an environment which integrates collection provision, information services, and academic... More

    pp. 92-102

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  10. Does online learning impede degree completion? A national study of community college students

    Peter Shea, University at Albany, United States; Temi Bidjerano, Furman University, United States

    Using a nationally representative sample (The Beginning Postsecondary Student Survey, BPS 04/09), this study examined the associations between enrollment in credit-bearing distance education... More

    pp. 103-111

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  11. How media choice affects learner interactions in distance learning classes

    Brian Thoms, State University of New York, United States; Evren Eryilmaz, Bloomsburg University, United States

    In this research we explore aspects of learning, social interaction and community across online learning, also known as distance learning, in higher education. We measure the impact of online... More

    pp. 112-126

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  12. Unpacking teachers' acceptance of technology: Tests of measurement invariance and latent mean differences

    Timothy Teo

    This study examines the factors that explain teachers' technology acceptance. A sample of 673 primary and secondary school teachers gave their responses to a 16-item technology acceptance measure... More

    pp. 127-135

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  13. A multilevel analysis of the effects of external rewards on elementary students' motivation, engagement and learning in an educational game

    Michael Filsecker, Duisburg-Essen University, Germany; Daniel Thomas Hickey, Indiana University, United States

    This study investigated the effects of external rewards on fifth graders' motivation, engagement and learning while playing an educational game. We were interested in exploring whether the feedback... More

    pp. 136-148

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  14. University students' ability-expectancy beliefs and subjective task values for exergames

    Nikolaos Vernadakis, Olga Kouli, Efi Tsitskari, Asimenia Gioftsidou & Panagiotis Antoniou

    The purpose of this study was to use the Eccles' expectancy-value model of choice as a framework to examine university students' expectancy beliefs and task values in exergaming systems compared to... More

    pp. 149-161

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  15. Promoting reading comprehension with the use of technology

    Larysa V. Lysenko & Philip C. Abrami

    The research presented here explores the impact of two web-based applications (an interactive, multimedia literacy software and a digital process portfolio) on early elementary students' reading... More

    pp. 162-172

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  16. Does ICT matter for effectiveness and efficiency in mathematics education?

    Kristof De Witte, Maastricht University; Nicky Rogge, Faculty of Business and Economics, Belgium

    ICT infrastructure investments in educational institutions have been one of the key priorities of education policy during the last decade. Despite the attention, research on the effectiveness and... More

    pp. 173-184

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  17. Blended learning in higher education: Institutional adoption and implementation

    Wendy W. Porter, Charles R. Graham, Kristian A. Spring & Kyle R. Welch

    Relatively little of the current research on blended learning (BL) addresses institutional adoption issues. Additional research is needed to guide institutions of higher education in strategically ... More

    pp. 185-195

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  18. Evaluation of a meta-tutor for constructing models of dynamic systems

    Lishan Zhang, Kurt VanLehn, Sylvie Girard, Winslow Burleson, Maria Elena Chavez-Echeagaray, Javier Gonzalez-Sanchez & Yoalli Hidalgo-Pontet

    Modelling is an important skill to acquire, but it is not an easy one for students to learn. Existing instructional technology has had limited success in teaching modelling. We have applied a... More

    pp. 196-217

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  19. Where is the evidence? A meta-analysis on the role of argumentation for the acquisition of domain-specific knowledge in computer-supported collaborative learning

    Christof Wecker & Frank Fischer

    This meta-analysis investigated the role of the quality of argumentation for domain-specific knowledge gains in computer-supported collaborative learning settings. Given the scarcity of primary... More

    pp. 218-228

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  20. Why fifth- and seventh-graders submit off-task responses to a web-based reading comprehension tutor rather than expected learning responses

    Bonnie J.F. Meyer, Department of Educational Psychology, Counseling, and Special Education, United States; Kausalai Kay Wijekumar, The Pennsylvania State University, United States

    Research shows the students improve their reading comprehension with Intelligent Tutoring of the Structure Strategy (ITSS). One problem for ITSS is that some students are producing responses in the... More

    pp. 229-252

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