Computers & Education
June 2014 Volume 75, Number 1
Table of Contents
Number of articles: 24
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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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
