British Journal of Educational Technology
June 2017 Volume 48, Number 4
Editors
Carina Girvan; Sara Hennessy; Manolis Mavrikis; Sara Price; Niall Winters
Table of Contents
Number of articles: 12
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Flow in e-learning: What drives it and why it matters
Inma Rodríguez‐Ardura & Antoni Meseguer‐Artola
This paper seeks to explain why some individuals sink further into states of flow than others, and what effects flow has in the context of a virtual education environment. Our findings—gathered... More
pp. 899-915
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A framework for aligning needs, abilities and affordances to inform design and practice of educational technologies
Pavlo D. Antonenko, Kara Dawson & Shilpa Sahay
This paper addresses the need for enhancing our awareness of user-centered design in educational technology through a more explicit and systematic alignment between the needs of educational... More
pp. 916-927
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Can an objective measure of technological pedagogical content knowledge (TPACK) supplement existing TPACK measures?
Aaron Drummond & Trudy Sweeney
In recent years, approaches to developing teacher competency in technology integration have moved away from an over emphasis on technological knowledge, to focus on the essential connections... More
pp. 928-939
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Explaining the discrepancy in the mediating role of attitude in the TAM
Luis Miguel López‐Bonilla & Jesús Manuel López‐Bonilla
The debate about the role of attitude in the technology acceptance model (TAM) seems to have re-emerged in two prestigious journals in the field of educational technology. Among the publications on... More
pp. 940-949
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Influences of an inquiry-based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving
Gwo‐Jen Hwang & Chih‐Hung Chen
In this paper, an inquiry-based ubiquitous gaming approach was proposed. The objective of the study was to enhance students’ performances in in-field learning activities. To show the advantages of ... More
pp. 950-971
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Essential features of serious games design in higher education: Linking learning attributes to game mechanics
Petros Lameras, Sylvester Arnab, Ian Dunwell, Craig Stewart, Samantha Clarke & Panagiotis Petridis
This paper consolidates evidence and material from a range of specialist and disciplinary fields to provide an evidence-based review and synthesis on the design and use of serious games in higher... More
pp. 972-994
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Explaining university students’ effective use of e-learning platforms
Valter Moreno, Flavia Cavazotte & Isabela Alves
Students’ success in e-learning programs depends on how they adopt and embed technology into their learning activities. Drawing on the Technology Acceptance Model, we propose a framework to explain... More
pp. 995-1009
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The value of capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement
Gemma Witton
Lecture Capture technologies are becoming widespread in UK Higher Education with many institutions adopting a capture-all approach. Installations of capture devices in all teaching rooms and... More
pp. 1010-1019
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Effects of the instructor's pointing gestures on learning performance in video lectures
Zhongling Pi, Jianzhong Hong & Jiumin Yang
Recent research on video lectures has indicated that the instructor's pointing gestures facilitate learning performance. This study examined whether the instructor's pointing gestures were superior... More
pp. 1020-1029
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Learning and assessment with images: A view of cognitive load through the lens of cerebral blood flow
Jay J. Loftus, Michele Jacobsen & Timothy D. Wilson
Understanding the relationship between cognitive processing and learner performance on tasks using digital media has become increasingly important as the transition towards online learning programs... More
pp. 1030-1046
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Exploring students’ acceptance of team messaging services: The roles of social presence and motivation
Yong‐Ming Huang
Team messaging services represent a type of cloud computing applications that support not only the messaging among users but also the collaboration in a team. Accordingly, team messaging services... More
pp. 1047-1061
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Media-assisted language learning for young children: Effects of a word-learning app on the vocabulary acquisition of two-year-olds
Catherine Walter‐Laager, Kathrin Brandenberg, Luzia Tinguely, Jürg Schwarz, Manfred R. Pfiffner & Barbara Moschner
The intervention study investigated the effects of an interactive word-learning app and picture cards on the vocabulary acquisition of 2-year-olds. Of particular interest was whether or not adult... More
pp. 1062-1072
