Journal of Interactive Learning Research
December 2011 Volume 22, Number 4
Editors
Richard E. Ferdig
Table of Contents
Number of articles: 5
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Towards Individualized Online Learning: The Design and Development of an Adaptive Web Based Learning Environment
Fethi A. Inan, Raymond Flores, Fatih Ari & Ismahan Arslan-Ari, Texas Tech University, United States
The purpose of this study was to document the design and development of an adaptive system which individualizes instruction such as content, interfaces, instructional strategies, and resources... More
pp. 467-489
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Online Communication Patterns of Teachers
Ugur Kale, West Virginia University, United States; Thomas Brush, Indiana University, United States; Alison Bryant, PlayScience, United States; John Saye, Auburn University, United States
Preliminary efforts to examine teachers’ online participation and depth of messages have tended to focus solely on message metrics (e.g., counting the number of messages). However, such efforts do ... More
pp. 491-522
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Increasing Parent Engagement in Student Learning Using an Intelligent Tutoring System
Zachary Broderick, Worcester Polytechnic Institute, United States; Christine O'Connor & Courtney Mulcahy, Oak Middle School, United States; Neil Heffernan & Christina Heffernan, Worcester Polytechnic Institute, United States
This study demonstrates the ability of an Intelligent Tutoring System (ITS) to increase parental engagement in student learning. A parent notification feature was developed for the web-based... More
pp. 523-550
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State-of-the-Art Model Driven Game Development: A Survey of Technological Solutions for Game-Based Learning
Stephen Tang & Martin Hanneghan, Liverpool John Moores University, United Kingdom
Game-based learning harnesses the advantages of computer games technology to create a fun, motivating and interactive virtual learning environment that promotes problem-based experiential learning.... More
pp. 551-605
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Metacognitive Prompts and Mental Multiplication: Analyzing Strategies with a Qualitative Lens
Bobby Hoffman, University of Central Florida, United States; Alexandru Spatariu, Georgetown College, United States
A grounded theory approach was employed to explore the variation in strategies used by students when solving mental multiplication problems. Metacognitive prompts, externally generated stimuli that... More
pp. 607-635