Journal of Interactive Learning Research
October 2015 Volume 26, Number 4
Editors
Gary H. Marks
Table of Contents
Number of articles: 5
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The Effects of ABRACADABRA on Reading Outcomes: A Meta-analysis of Applied Field Research
Philip Abrami, Eugene Borohkovski & Larysa Lysenko, Centre for the Study of Learning and Performance, Canada
This meta-analysis summarizes research on the effects of a comprehensive, interactive web-based software (AXXX) on the development of reading competencies among kindergarteners and elementary... More
pp. 337-367
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Learning in an Urban and Regional Planning Practicum: The View from Educational Ethnography
Elizabeth Bagley, University of Illinois at Urbana-Champaign, United States; David Williamson Shaffer, University of Wisconsin-Madison, United States
This paper examines how learning happened in an interactive studio setting using the theories and methods of educational ethnography. The study begins with a review of the education literature on... More
pp. 369-393
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Brain Gym: Let the User Beware
Kevin Kroeze, Keith Hyatt & Chuck Lambert, Western Washington University, United States
As part of the No Child Left behind Act of 2001 and the Individuals with Disabilities Education Improvement Act of 2004, schools are called upon to provide students with academic instruction using ... More
pp. 395-401
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Knowledge and Information Flows in a Hybrid Learning Space: the students’ perceptions
Guglielmo Trentin, Institute for Educational Technology - National Research Council, Italy
When proposing group activities to students with a view to fostering collaborative learning in a hybrid learning space, we often ourselves about the relative amounts of information and knowledge... More
pp. 403-429
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Using Cognitive Tutor Software In Learning Linear Algebra Word Concept
Kai-Ju Yang, Indiana University Bloomington, United States
This paper reports on a study of twelve 10th grade students using Cognitive Tutor, a math software program, to learn linear algebra word concept. The study’s purpose was to examine whether students... More
pp. 431-452
