Computers & Education
July 2018 Volume 122, Number 1
Table of Contents
Number of articles: 21
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The effects of a digital formative assessment tool on spelling achievement: Results of a randomized experiment
Janke M. Faber, Department of Research Methodology; Adrie J. Visscher, ELAN
In this study, a randomized experimental design was used to examine the effects of a digital formative assessment tool on spelling achievement of third grade students (eight-to nine-years-olds).... More
pp. 1-8
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Learning Engagement and Persistence in Massive Open Online Courses (MOOCS)
Yeonji Jung & Jeongmin Lee
The purpose of this study was to investigate how to facilitate learners' engagement and persistence in massive open online courses (MOOCs). Specifically, this study used structural equation... More
pp. 9-22
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Realistic details in visualizations require color cues to foster retention
Alexander Skulmowski & Günter Daniel Rey
Research on visualizations suggests that realism can be distracting and cognitively demanding, thereby lowering learning performance. These results have been explained using cognitive load theory, ... More
pp. 23-31
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A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies
Jo Tondeur, Interfaculty Department for Teacher Education, Belgium; Koen Aesaert, Department of Educational Studies, Belgium; Sarah Prestridge, Griffith University, Australia; Els Consuegra, Interfaculty Department for Teacher Education, Belgium
Few empirical studies investigate the impact of pre-service teachers' background and ICT profile in combination with the support they receive from their teacher training institution on their ICT... More
pp. 32-42
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The mediation effects of gaming motives between game involvement and problematic Internet use: Escapism, advancement and socializing
Shan-Mei Chang, Grace M.Y. Hsieh & Sunny S.J. Lin, Institute of Education
The main purpose of this study was to examine the longitudinal mediation effects of multiple gaming motives from online game involvement to problematic Internet use (PIU). In terms of mediators,... More
pp. 43-53
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Use of the ARCS model in education: A literature review
Kun Li, Doctor of Physical Therapy, United States; John M. Keller, Florida State University, United States
This article reviews empirical research on applying the Attention, Relevance, Confidence, and Satisfaction (ARCS) model to real educational settings, including computer-based learning approaches.... More
pp. 54-62
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Mental effort detection using EEG data in E-learning contexts
Fu-Ren Lin, Institute of Service Science, Taiwan; Chien-Min Kao, National Tsing Hua University, Taiwan
E-learning becomes an alternative learning mode since the prevalence of the Internet. Especially, the advance of MOOC (Massive Open Online Course) technology enables a course to enroll tens of... More
pp. 63-79
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Understanding students’ preferences toward the smart classroom learning environment: Development and validation of an instrument
Jason MacLeod & Harrison Hao Yang, Central China Normal University, China; Sha Zhu, Wuhan Huada National E-learning Technologies Co., Ltd., China; Yanhong Li, Central China Normal University, China
This article presents the rationale for developing an instrument and initial evidence of validity and reliability in a higher education context. The 40-item instrument measures students'... More
pp. 80-91
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Unfamiliar technology: Reaction of international students to blended learning
P.W.C. Prasad, Angelika Maag & Margaret Redestowicz, Charles Sturt University, Australia; Lau Siong Hoe, Multimedia University, Malaysia
This study enquires into learners’ behavioural intentions towards the use of a blended learning program designed for post-graduate international IT students. The aim of this research is to develop ... More
pp. 92-103
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On the Nth presence for the Community of Inquiry framework
Kadir Kozan, Faculty of Social Sciences and Humanities, Turkey; Secil Caskurlu, College of Education, United States
The purpose of the present study was to provide a comprehensive and descriptive review of the earlier research done on the refinement of the Community of Inquiry framework (Garrison, Anderson, &... More
pp. 104-118
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Visual learning analytics of educational data: A systematic literature review and research agenda
Camilo Vieira, Paul Parsons & Vetria Byrd, Knoy Hall of Technology, United States
We present a systematic literature review of the emerging field of visual learning analytics. We review existing work in this field from two perspectives: First, we analyze existing approaches,... More
pp. 119-135
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Exploring four decades of research in Computers & Education
Olaf Zawacki-Richter, University of Oldenburg, Germany; Colin Latchem, Australia
A content analysis of abstracts and titles of 3674 full papers in More
pp. 136-152
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Learner support in MOOCs: Identifying variables linked to completion
Elena Barberà Gregori, eLearn Center, Spain; Jingjing Zhang, Big Data Centre for Technology-mediated Education; Cristina Galván-Fernández, University of Barcelona, Spain; Francisco de Asís Fernández-Navarro, Department of Quantitative Methods, Spain
This study investigated learner support strategies that enable the success and completion of Massive Open Online Courses (MOOCs). It examined five MOOCs categorised into three groups according to... More
pp. 153-168
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Demographic data of MOOC learners: Can alternative survey deliveries improve current understandings?
Karmijn van de Oudeweetering & Orhan Agirdag
Although demographic data in Massive Open Online Courses (MOOCs) have regularly been reported, these data are mainly retrieved through email-based surveys with very low response rates. This... More
pp. 169-178
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An exploratory study of blending the virtual world and the laboratory experience in secondary chemistry classrooms
Georgia Wood Hodges, Lu Wang, Juyeon Lee, Allan Cohen & Yoonsun Jang
Research suggests that serious educational games may support learning of microscopic phenomena by making the More
pp. 179-193
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Is information and communication technology satisfying educational needs at school?
Simona Ferraro
This paper assesses how the integration of ICT in education has affected the mathematics test scores for Italian students measured by the Programme for International Student Assessment 2012 data.... More
pp. 194-204
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Instructor presence effect: Liking does not always lead to learning
Kristin E. Wilson & Mark Martinez, University of Waterloo, Canada; Caitlin Mills & Sidney D'Mello, University of Notre Dame, United States; Daniel Smilek & Evan F. Risko, University of Waterloo, Canada
Online education provides the opportunity to present lecture material to students in different formats or modalities, however there is debate about which lecture formats are best. Here, we... More
pp. 205-220
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Learning communities in the crowd: Characteristics of content related interactions and social relationships in MOOC discussion forums
Alyssa Friend Wise & Yi Cui
This mixed method study used social network analysis (SNA) and inductive qualitative analysis to compare social relationships and the underlying interactions they represent in discussions related... More
pp. 221-242
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The impact of an iPad-supported annotation and sharing technology on university students' learning
James Wakefield, Accounting Discipline Group, Australia; Jessica K. Frawley, Sydney School of Architecture, Design and Planning, Australia; Jonathan Tyler, Accounting Discipline Group, Australia; Laurel E. Dyson, School of Software, Australia
iPads, or more generally tablet computers, have received rapid and widespread uptake across higher education. Despite this, there is limited evidence of how their use affects student learning... More
pp. 243-259
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Examination of relationships among students' self-determination, technology acceptance, satisfaction, and continuance intention to use K-MOOCs
Young Ju Joo, Hyo-Jeong So & Nam Hee Kim
Recognizing the recent MOOC movement in higher education, this study aims to examine credit-receiving university students' motivation to use K-MOOCs. In the hypothesized model, we posit three... More
pp. 260-272
