Computers & Education
November 2018 Volume 126, Number 1
Table of Contents
Number of articles: 33
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Profiling of English language teachers as trainees in an online course and ensuing implications
Anna Mavroudi & Dina Tsagari
The main objective of this paper is to demonstrate the importance of profiling English Language Teachers' preferences and experiences of Information and Communication Technologies (ICT) in order to... More
pp. 1-12
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Does self-generating a graphic organizer while reading improve students' learning?
Tiphaine Colliot & Éric Jamet
To understand a document, learners must select the relevant information, organize this information into a coherent representation, and integrate it with their prior knowledge. One way of... More
pp. 13-22
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Measuring digital literacies: Junior high-school students' perceived competencies versus actual performance
Erez Porat, Department of Learning, Israel; Ina Blau, Department of Education and Psychology, Israel; Azy Barak, Department of Counseling and Human Development, Israel
The widespread belief is that youth, "digital natives", who live their entire lives in media-rich digital environments and are ubiquitously connected through social networks, naturally develop... More
pp. 23-36
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The influences of self-regulated learning support and prior knowledge on improving learning performance
Tzu-Chi Yang & Meng Chang Chen, Institute of Information Science, Taiwan; Sherry Y. Chen, Graduate Institute of Network Learning Technology, Taiwan
Self-regulated learning (SRL) is helpful to students. On the other hand, prior knowledge has great effects on students' self-regulation and learning performance. To this end, this study aimed to... More
pp. 37-52
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Investigation of community of inquiry framework in regard to self-regulation, metacognition and motivation
Selcan Kilis, Department of Educational Sciences, Turkey; Zahide Yıldırım, Department of Computer Education and Instructional Technology, Turkey
Following theoretical frameworks including social-cognitive theory, constructivism and creating collaborative learning community, this correlational study elucidates the community of inquiry... More
pp. 53-64
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Integrating self-regulation principles with flipped classroom pedagogy for first year university students
Eugenia M.W. Ng
Flipped classroom is a new blended type of pedagogy. This study attempts to examine whether flipped classroom, with reference to self-regulation principles, is a good pedagogy for enhancing... More
pp. 65-74
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Students' learning performance and perceived motivation in gamified flipped-class instruction
Zamzami Zainuddin
This is a pilot study aimed at examining students' learning performance and perceived motivation between a gamified flipped classroom and a non-gamified flipped classroom instructional model, based... More
pp. 75-88
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A scoping review of research on digital game-based language learning
Hsiu-Ting Hung, Department of English, Taiwan; Jie Chi Yang, Graduate Institute of Network Learning Technology, Taiwan; Gwo-Jen Hwang, Graduate Institute of Digital Learning and Education, Taiwan; Hui-Chun Chu & Chun-Chieh Wang, Department of Computer Science and Information Management, Taiwan
The continuing attention to the educational value of digital games highlights the need for more focused literature reviews in order to identify critical gaps and opportunities in domain-specific... More
pp. 89-104
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Females in computing: Understanding stereotypes through collaborative picturing
Tessa Berg, Alexander Sharpe & Emma Aitkin
This study investigates attitudes and perceived stereotypes that children have towards female computer scientists. Research was conducted within 2 high schools in Scotland across 7 workshops... More
pp. 105-114
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A negotiation-based adaptive learning system for regulating help-seeking behaviors
Chih-Yueh Chou & K. Robert Lai, Department of Computer Science and Engineering; Po-Yao Chao, Department of Information Communication; Shu-Fen Tseng, Department of Information Management; Ting-Yi Liao, Department of Computer Science and Engineering
Help-seeking is an important aspect of self-regulated learning (SRL), but students may have ineffective help-seeking behaviors. For example, some students are unaware of their need to seek help,... More
pp. 115-128
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Virtual learning environment engagement and learning outcomes at a ‘bricks-and-mortar’ university
Chris A. Boulton, Carmel Kent & Hywel T.P. Williams
In this study, we analyse the relationship between engagement in a virtual learning environment (VLE) and module grades at a ‘bricks-and-mortar’ university in the United Kingdom. We measure VLE... More
pp. 129-142
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The impact of a forfeit-or-prize gamified teaching on e-learners’ learning performance
Zi-Gang Ge, School of Network Education, China
The present study aims to explore the impact of three reward strategies on adult e-learners’ learning performance in a gamified teaching process. One hundred and eighty participants who were... More
pp. 143-152
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Developing metadiscourse through reflective assessment in knowledge building environments
Chunlin Lei, Shanghai University of International Business and Economics, China; Carol K.K. Chan, University of Hong Kong, Hong Kong
This study examined how reflective assessment supported by principles facilitated metadiscourse for knowledge advances mediated by Knowledge Forum® (KF). Participants were 60 tertiary students in... More
pp. 153-169
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The influence of learners' perceptions of virtual humans on learning transfer
Noah L. Schroeder, Fan Yang, Tanvi Banerjee & William L. Romine, Wright State University, United States; Scotty D. Craig, Arizona State University, United States
Virtual humans are often integrated into novel multimedia learning environments. However, little is known about learner's perceptions of the agents or the relationship between the perceptions and... More
pp. 170-182
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To ban or not to ban? The effect of permissive versus restrictive laptop policies on student outcomes and teaching evaluations
Lauren R. Elliott-Dorans
As technologies have become more portable, scholars have turned their attention to whether the use of electronic devices during lecture positively or negatively affects student performance in the... More
pp. 183-200
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Impact of a remote lab on teaching practices and student learning
Clara Viegas, School of Engineering, Portugal; Ana Pavani, Pontifícia Universidade Católica do Rio de Janeiro, Brazil; Natércia Lima & Arcelina Marques, School of Engineering, Portugal; Isabel Pozzo, Rosario Institute for Research in Educational Sciences, Argentina; Elsa Dobboletta, Rosario Regional School, Argentina; Vanessa Atencia, Daniel Barreto & Felipe Calliari, Pontifícia Universidade Católica do Rio de Janeiro, Brazil; André Fidalgo, School of Engineering, Portugal; Delberis Lima & Guilherme Temporão, Pontifícia Universidade Católica do Rio de Janeiro, Brazil; Gustavo Alves, School of Engineering, Portugal
Remote Laboratories have become part of current teaching and learning, particularly in engineering. Their potential to aid students beyond their hands-on lab classes has been a matter of discussion... More
pp. 201-216
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Understanding mobile English-learning gaming adopters in the self-learning market: The Uses and Gratification Expectancy Model
Chih-Ping Chen
Innovative technology potentially offers new opportunities for booming self-learning markets in Taiwan. The advancement of mobile English-learning games has expedited the idea of self-learning by... More
pp. 217-230
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Does Gen Z's emotional intelligence promote iCheating (cheating with iPhone) yet curb iCheating through reduced nomophobia?
Elodie Gentina, Department of Marketing, France; Thomas Li-Ping Tang, Department of Management, United States; Pierre-François Dancoine, Ramsay Générale de Santé, France
Due to the popularity of smartphone (mobile phone) technology and new consumer products, parents, teachers, and researchers have grave concerns over adolescents' iPhone overuse and many iDisorders,... More
pp. 231-247
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Students' exploration strategies in computer-simulated complex problem environments: A latent class approach
Samuel Greiff, University of Luxembourg, Luxembourg; Gyöngyvér Molnár, University of Szeged, Hungary; Romain Martin, University of Luxembourg, Luxembourg; Johannes Zimmermann, Psychologische Hochschule Berlin, Germany; Benő Csapó, MTA-SZTE Research Group on the Development of Competencies, Hungary
Complex problem solving (CPS) is considered an important educational achievement indicator. Previous research has indicated that CPS performance depends to a substantial extent on the way students ... More
pp. 248-263
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Statistical semi-supervised system for grading multiple peer-reviewed open-ended works
Juan Ramón Rico-Juan, Antonio-Javier Gallego, Jose J. Valero-Mas & Jorge Calvo-Zaragoza
In the education context, open-ended works generally entail a series of benefits as the possibility of develop original ideas and a more productive learning process to the student rather than... More
pp. 264-282
