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Computers & Education

October 2018 Volume 125, Number 1

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Table of Contents

Number of articles: 33

  1. The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis

    Xiang Hu, Division of Mathematics and Science Education; Yang Gong & Chun Lai, Division of Chinese Language and Literature; Frederick K.S. Leung, Division of Mathematics and Science Education

    This study conceptualized ICT as multi-level (country-, school-, and student-level) constructs and examined their relationships with student mathematics, reading, and scientific literacy. Three... More

    pp. 1-13

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  2. Learner-generated materials in a flipped pronunciation class: A sequential explanatory mixed-methods study

    Arif Bakla

    As a relatively popular practice in recent years, the flipped learning model moves traditional lecturing outside the class, yet it might prove challenging to find appropriate in-class activities... More

    pp. 14-38

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  3. An empirical study on gender, video game play, academic success and complex problem solving skills

    Muhterem Dindar

    This study investigated the video gaming behaviors of 479 high school students with respect to gender-based differences, as well as the relationship between video gaming, academic success and... More

    pp. 39-52

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  4. Engaged in learning neurorehabilitation: Development and validation of a serious game with user-centered design

    Federica Savazzi, Sara Isernia, Johanna Jonsdottir & Sonia Di Tella, IRCCS Fondazione don Carlo Gnocchi ONLUS, Italy; Stefania Pazzi, Consorzio di Bioingegneria e Informatica Medica -CBIM, Italy; Francesca Baglio, IRCCS Fondazione don Carlo Gnocchi ONLUS, Italy

    The presence of Serious Games (SGs) in the medical educational field is spreading due to their beneficial results in terms of learning outcomes and user' engagement. The effectiveness of these... More

    pp. 53-61

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  5. A critical examination of the relationship among research, theory, and practice: Technology and reading instruction

    Xinyuan Yang & Li-Jen Kuo, Texas A&M University, United States; Xuejun Ji, The University of British Columbia, Canada; Erin McTigue, The University of Stavanger, Norway

    Recent technological advancements have changed how literacy is perceived, and it is no longer confined to the interaction with print text. The evolving definition of literacy has been reflected in ... More

    pp. 62-73

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  6. Using enhanced OER videos to facilitate English L2 learners’ multicultural competence

    Yu-Ju Lin, Center for Excellence in Teaching and Learning, United States; Hung-Chun Wang, Department of English, Taiwan

    This study investigated whether applying enhanced open educational resource (OER) videos in English-as-a-Foreign-Language (EFL) classes could improve university students' multicultural competence, ... More

    pp. 74-85

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  7. Strengthening dialogic peer feedback aiming for deep learning in SPOCs

    Renée M. Filius, UMC Utrecht; Renske A.M. de Kleijn, Sabine G. Uijl & Frans J. Prins, Utrecht University; Harold V.M. van Rijen & Diederick E. Grobbee, UMC Utrecht

    This study is focused on how peer feedback in SPOCs (Small Private Online Courses) can effectively lead to deep learning. Promoting deep learning in online courses, such as SPOCs, is often a... More

    pp. 86-100

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  8. Mobile-based assessment: A literature review of publications in major referred journals from 2009 to 2018

    Stavros A. Nikou & Anastasios A. Economides

    Mobile devices not only provide a medium for delivering personalized and context-aware learning but also facilitate the delivery of assessment activities anytime and anywhere. With the growing... More

    pp. 101-119

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  9. Impact of partially flipped instruction on immediate and subsequent course performance in a large undergraduate chemistry course

    Wenliang He, College of Teacher Education, China; Amanda J. Holton, Department of Chemistry, United States; George Farkas, School of Education, United States

    Conducted in two sections of an introductory chemistry course, the current study assesses the impact of a partially flipped course compared to traditional lectures on student academic performance, ... More

    pp. 120-131

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  10. Regulation of collaboration in project-based learning mediated by CSCL scripting reflection

    Jin Michael Splichal, Faculty of Educational Sciences, Finland; Jun Oshima & Ritsuko Oshima, Faculty of Informatics, Japan

    Many studies attempt to effectively support student regulation of collaboration using CSCL tools to enrich learning outcomes. However, few studies are aimed at facilitating development of students'... More

    pp. 132-145

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  11. Exploring the development and impact of learning styles: An empirical investigation based on explicit and implicit measures

    Stephanie Moser & Joerg Zumbach

    It is still controversial whether learning styles are unchangeable dispositions or flexible characteristics. Research on the development of learning styles is therefore in high demand. We suggest a... More

    pp. 146-157

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  12. Contextualised MALL: L2 Chinese students in target and non-target country

    Orit Ezra & Anat Cohen

    Contextualised Mobile Assisted Language Learning (MALL) has been known for its potential in language learning pedagogies. However, investigation of relations between variables and MALL components, ... More

    pp. 158-174

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  13. Linkages between course status, perceived course value, and students’ preference for traditional versus non-traditional learning environments

    Karen E. Clayton, Touro College of Osteopathic Medicine, United States; Fran C. Blumberg & Jared A. Anthony, Division of Psychological & Educational Services, United States

    This study assessed undergraduate and graduate students' preferences for course delivery via traditional classroom, hybrid, or wholly online learning format as influenced by the status of the... More

    pp. 175-181

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  14. Scaffolding of motivation in learning using a social robot

    Andrea Deublein, Anne Pfeifer, Katinka Merbach & Katharina Bruckner, University of Wuerzburg, Germany; Christoph Mengelkamp, Medienkommunikation, Germany; Birgit Lugrin, Human-Computer Interaction, Germany

    pp. 182-190

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  15. Engagement and retention in VET MOOCs and online courses: A systematic review of literature from 2013 to 2017

    Rachael M. Paton & Andrew E. Fluck, School of Education, Australia; Joel D. Scanlan, School of Technology, Australia

    Building stronger structures that encourage deeper levels of learner engagement and retention in Massive Open Online Courses (MOOCs) is of significant interest to teachers of Vocational Education... More

    pp. 191-201

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  16. The effectiveness of multimedia for teaching drug mechanisms of action to undergraduate health students

    Hannah Hartman & Peter Johnson

    Educators are increasingly turning to multimedia presentations as a means to convey complex information. Pharmacological mechanisms of action are dynamic processes that may be effectively... More

    pp. 202-211

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  17. Measuring technological pedagogical content knowledge (TPACK) through performance assessment

    Didem Akyuz

    Despite many studies conducted on TPACK, the relationships between the components of the framework and how to perform TPACK assessment remain to be important research questions. The aim of this... More

    pp. 212-225

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  18. Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions

    Shao-Chen Chang & Gwo-Jen Hwang

    In recent years, flipped learning has received increasing emphasis; it engages students in deriving basic knowledge through instructional videos before the class, and hence more time is available... More

    pp. 226-239

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  19. Speed reading on virtual reality and augmented reality

    Pei-Luen Patrick Rau, Jian Zheng & Zhi Guo, Department of Industrial Engineering, China; Jiaqi Li, State Key Laboratory of Cognitive Neuroscience and Learning, China

    Many virtual reality (VR) and augmented reality (AR) applications in education require speed reading. The current study aimed to explore whether the reading performance on VR and AR is different... More

    pp. 240-245

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  20. Is facebook involvement associated with academic engagement among Filipino university students? A cross-sectional study

    Jesus Alfonso D. Datu, Department of Special Education and Counselling, Hong Kong; Weipeng Yang, Division of Learning, Development, and Diversity, Hong Kong; Jana Patricia M. Valdez, Division of Information of Information Technology Studies, Hong Kong; Samuel Kai Wah Chu, Division of Information Technology Studies, Hong Kong

    The use of Facebook among university students is a controversial issue in the literature as studies point to both positive and negative impacts of this social networking platform. However, little... More

    pp. 246-253

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