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Computers & Education

May 2018 Volume 120, Number 1

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Table of Contents

Number of articles: 18

  1. The positive effect of in-class clicker questions on later exams depends on initial student performance level but not question format

    Joanna K. Hubbard & Brian A. Couch

    Active learning strategies have been increasingly adopted in higher education across many science, technology, engineering, and math (STEM) disciplines. Audience response systems, or clickers, are ... More

    pp. 1-12

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  2. Evaluating the effectiveness of a game-based rational number training - In-game metrics as learning indicators

    Kristian Kiili, TUT Game Lab, Finland; Korbinian Moeller & Manuel Ninaus, Leibniz-Institut für Wissensmedien, Germany

    It was argued recently that number line based training supports the development of conceptual rational number knowledge. To test this hypothesis, we evaluated training effects of a digital game... More

    pp. 13-28

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  3. Affective states in computer-supported collaborative learning: Studying the past to drive the future

    Rachel Carlos Duque Reis, Seiji Isotani, Carla Lopes Rodriguez & Kamila Takayama Lyra, University of São Paulo, Brazil; Patrícia Augustin Jaques, University of Vale do Rio dos Sinos, Brazil; Ig Ibert Bittencourt, Federal University of Alagoas, Brazil

    CSCL investigates ways of promoting students' collaboration through technology. Although affective states and socio-emotional factors have an important effect on learning, few studies have... More

    pp. 29-50

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  4. Context counts: The different implications of weekday and weekend video gaming for academic performance in mathematics, reading, and science

    Andree Hartanto, Wei Xing Toh & Hwajin Yang

    Video gaming has been a source of serious concern for parents and educators, based on the belief that video games disrupt adolescents' academic activities. However, previous studies have been mixed... More

    pp. 51-63

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  5. Improving programming skills in engineering education through problem-based game projects with Scratch

    Damla Topalli & Nergiz Ercil Cagiltay, Atilim University, Turkey

    Nowadays, programming skills are receiving widespread attention for different age groups alongside occupational education programs to better prepare individuals for their future careers. However,... More

    pp. 64-74

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  6. A framework for cooperative and interactive mobile learning to improve online information evaluation skills

    Nadia Parsazadeh, Department of Computer Engineering, Iran (Islamic Republic Of); Rosmah Ali, Advanced Informatics School, Malaysia; Mehran Rezaei, Department of Computer Engineering, Iran (Islamic Republic Of)

    The quality of online information is highly variable because anyone can post data on the internet, and not all online sources are equally reliable, valuable, or accurate. Previous studies reveal... More

    pp. 75-89

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  7. When first-order barriers are high: A comparison of second- and third-order barriers to classroom computing integration

    Taj W. Makki, Michigan State University, United States; LaToya J. O'Neal, University of Florida, United States; Shelia R. Cotten & R.V. Rikard, Michigan State University, United States

    This study examines the role of second- and third-order barriers to classroom computing integration among fourth- and fifth-grade teachers in an urban, low-income school district (i.e., where... More

    pp. 90-97

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  8. Off-task multitasking, note-taking and lower- and higher-order classroom learning

    Bradley M. Waite, Central Connecticut State University, United States; Rachel Lindberg, University of Cincinnati, United States; Brittany Ernst, University of North Carolina at Charlotte, United States; Laura L. Bowman & Laura E. Levine, Central Connecticut State University, United States

    We examined whether multitasking via concurrent off-task text messaging during an academic presentation impacted students’ performance on tests assessing lower-order and higher-order learning.... More

    pp. 98-111

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  9. Word processors as monarchs: Computer-generated feedback can exercise power over and influence EAL learners' identity representations

    Amin Zaini

    While the efficacy of computer-generated feedback in affecting learners' scores, errors, and writing skills has already been established, the impact of such feedback on learners' identity... More

    pp. 112-126

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  10. Could the mobile and social perspectives of mobile social learning platforms motivate learners to learn continuously?

    Keng-Boon Ooi, Faculty of Business and Information Science, Malaysia; Jun-Jie Hew & Voon-Hsien Lee, Faculty of Business and Finance, Malaysia

    Learning with smart mobile devices and mobile social networks is an emerging and current trend that deserves attention. Nonetheless, the post-adoption continuance behaviours of learners are still a... More

    pp. 127-145

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  11. Using transparent whiteboards to boost learning from online STEM lectures

    Andrew T. Stull, Department of Psychological and Brain Sciences, United States; Logan Fiorella, Department of Educational Psychology, United States; Morgan J. Gainer, Department of Chemistry and Biochemistry, United States; Richard E. Mayer, Department of Psychological and Brain Sciences, United States

    Research is needed to understand how best to design online videos that foster learning. This study explored the effects of using transparent whiteboards, which allow the instructor to stand behind ... More

    pp. 146-159

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  12. School level characteristics and students’ CIL in Europe – A latent class analysis approach

    Julia Gerick

    The research presented in this article aims to identify school clusters based on relevant school level characteristics for the use of ICT in schools that have been identified in previous research, ... More

    pp. 160-171

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  13. Effects of interactivity in E-textbooks on 7th graders science learning and cognitive load

    Cathy Weng & Sarah Otanga, Graduate Institute of Digital Learning and Education; Apollo Weng, Department of Digital Multimedia Design; Joanne Cox, Graduate Institute of Digital Learning and Education

    This study investigated the effects of interactive e-textbooks on 7th grade students' learning and cognitive load. The specific objective was to investigate how multimedia interactivity of an e... More

    pp. 172-184

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  14. Emotional text design in multimedia learning: A mixed-methods study using eye tracking

    Lisa Stark, Roland Brünken & Babette Park, Department of Education, Germany

    The present study investigated an extension of the emotional design hypothesis in multimedia learning for textual parts of multimedia instruction. In an one-factorial experimental mixed-methods... More

    pp. 185-196

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  15. The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning

    Ruth Boelens, Michiel Voet & Bram De Wever

    The implementation of blended learning in higher education is increasing, often with the aim to offer flexibility in terms of time and place to a diverse student population. However, specific... More

    pp. 197-212

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  16. An exploratory study of student engagement in gamified online discussions

    Lu Ding, Erkan Er & Michael Orey

    This is an exploratory study that examines the influence of the gamification approach on student engagement in online discussions. A gamified online discussion tool, gEchoLu, was implemented in an ... More

    pp. 213-226

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  17. Staying motivated to e-learn: Person- and variable-centred perspectives on the longitudinal risks and support

    Luke K. Fryer, The University of Hong Kong, Hong Kong; H. Nicholas Bovee, Kyushu Sangyo University, Japan

    Persistence in any of the growing variety of e-learning formats is a longstanding and pernicious problem. The widely acknowledged nature of this issue makes the considerable gap in our... More

    pp. 227-240

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  18. Student continuance of learning management system use: A longitudinal exploration

    Miaoting Cheng & Allan Hoi Kau Yuen

    Although previous research into technology acceptance has been conducted in organisational and higher education contexts on a range of technologies, no study has provided an understanding of junior... More

    pp. 241-253

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