Journal of Computer Assisted Learning
December 2016 Volume 32, Number 6
Editors
A. Kirschner Paul
Table of Contents
Number of articles: 11
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Is Facebook still a suitable technology-enhanced learning environment? An updated critical review of the literature from 2012 to 2015
S. Manca & M. Ranieri
This study provides an updated critical review of the literature on Facebook as a technology-enhanced learning environment based on papers published between 2012 and 2015. It adopts a revised... More
pp. 503-528
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Scaffolding wiki-supported collaborative learning for small-group projects and whole-class collaborative knowledge building
C‐Y. Lin & C.M. Reigeluth
While educators value wikis' potential, wikis may fail to support collaborative constructive learning without careful scaffolding. This article proposes literature-based instructional methods,... More
pp. 529-547
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Vocabulary development at home: a multimedia elaborated picture supporting parent–toddler interaction
M.C. Gremmen, I. Molenaar & R.C. Teepe
Some children enter elementary school with large vocabulary delays, which negatively influence their later school performance. A rich home language environment can support vocabulary development... More
pp. 548-560
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What role does knowledge quality play in online students’ satisfaction, learning and loyalty? An empirical investigation in an eLearning context
M. Waheed, K. Kaur & S. Kumar
Quality knowledge has an impact on online students learning outcomes and loyalty. A framework that delineates the perceived eLearning knowledge quality (KQ) and its relationship with learning... More
pp. 561-575
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An analysis of young students' thinking when completing basic coding tasks using Scratch Jnr. On the iPad
G. Falloon
Recent government moves in many countries have seen coding included in school curricula, or promoted as part of computing, mathematics or science programmes. While these moves have generally been... More
pp. 576-593
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Roles of working memory performance and instructional strategy in complex cognitive task performance
V. Cevik & A. Altun
This study aims to investigate how working memory (WM) performances and instructional strategy choices affect learners' complex cognitive task performance in online environments. Three different e-... More
pp. 594-606
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Understanding the role of the modality principle in multimedia learning environments
A. Oberfoell & A. Correia
The modality principle states that low-experience learners more successfully understand information that uses narration rather than on-screen text. This is due to the idea that on-screen text may... More
pp. 607-617
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Emotions and multimedia learning: the moderating role of learner characteristics
L. Knörzer, R. Brünken & B. Park
The Cognitive-Affective Theory of Learning with Media postulates that affective factors as well as individual learner characteristics impact multimedia learning. The present study investigated how ... More
pp. 618-631
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Using robot animation to promote gestural skills in children with autism spectrum disorders
W.‐C. So, M.K.‐Y. Wong, J.‐J. Cabibihan, C.K.‐Y. Lam, R.Y.‐Y. Chan & H.‐H. Qian
School-aged children with autism spectrum disorders (ASDs) have delayed gestural development, in comparison with age-matched typically developing children. In this study, an intervention program... More
pp. 632-646
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A simple and effective remedial learning system with a fuzzy expert system
C.‐C. Lin, K.‐H. Guo & Y.‐C. Lin
This study aims at implementing a simple and effective remedial learning system. Based on fuzzy inference, a remedial learning material selection system is proposed for a digital logic course. Two ... More
pp. 647-662
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The use of gamification in education: a bibliometric and text mining analysis
J. Martí‐Parreño, E. Méndez‐Ibáñez & A. Alonso‐Arroyo
The use of games in education represents a promising tool to motivate and engage students in their learning process. Most of previous research on the topic has focused to develop theoretical... More
pp. 663-676
