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Computers & Education

April 2016 Volume 95, Number 1

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Table of Contents

Number of articles: 26

  1. The effect of online summary assessment and feedback system on the summary writing on 6th graders: The LSA-based technique

    Yao-Ting Sung & Chia-Ning Liao, Department of Educational Psychology and Counseling, Taiwan; Tao-Hsing Chang, Department of Computer Science and Information Engineering, Taiwan; Chia-Lin Chen & Kuo-En Chang, Department of Graduate Institute of Information and Computer Education, Taiwan

    Studies on teaching of reading strategies have found that summarizing is of tremendous help to reading comprehension. However grading students’ summary writings is laborious, but given the... More

    pp. 1-18

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  2. The impact of digital devices vs. Pen(cil) and paper on primary school students' writing skills – A research review

    Sabine Wollscheid, Jørgen Sjaastad & Cathrine Tømte

    In the light of the continuing digital revolution in education and learning in general, and in literacy instruction in particular, the purpose of this review is to assess the emerging literature on... More

    pp. 19-35

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  3. Students’ patterns of engagement and course performance in a Massive Open Online Course

    Trang Phan, Sara G. McNeil & Bernard R. Robin

    A series of Massive Open Online Courses (MOOCs) in the Curriculum and Instruction (CUIN) Department at a university are collaboratively being designed and developed by a team of doctoral students... More

    pp. 36-44

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  4. Science teachers' TPACK-Practical: Standard-setting using an evidence-based approach

    Tsung-Hau Jen & Yi-Fen Yeh, Science Education Center; Ying-Shao Hsu & Hsin-Kai Wu, Graduate Institute of Science Education; Kuan-Ming Chen, Science Education Center

    Technological pedagogical content knowledge-practical (TPACK-P) refers to the knowledge construct that teachers in the digital era develop for and from their teaching practices with technology.... More

    pp. 45-62

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  5. See feminine – Think incompetent? The effects of a feminine outfit on the evaluation of women's computer competence

    Alexandra Fleischmann, Monika Sieverding, Ulrike Hespenheide & Miriam Weiß, Department of Psychology, Germany; Sabine C. Koch, Department of Dance Movement Therapy, Germany

    According to common gender stereotypes, women are assumed to have lower computer skills than men. Following the interactive model of Deaux and Major (1987), target attributes or situational cues... More

    pp. 63-74

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  6. Crystallized intelligence affects hedonic and epistemic values to continue playing a game with saliency-based design

    Jon-Chao Hong, Ming-Yueh Hwang, Kai-Hsin Tai & Yen-Chun Kuo

    The purpose of most educational games is to generate students' interest to learn or apply their knowledge. This study designed a new type of human-computer interaction for players to “blow away”... More

    pp. 75-84

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  7. Effects of a computer-assisted formative assessment intervention based on multiple-tier diagnostic items and different feedback types

    Uwe Maier, Pädagogische Hochschule Schwäbisch Gmünd (University of Education Schwäbisch Gmünd), Germany; Nicole Wolf, Universität Erlangen-Nürnberg (University of Erlangen-Nürnberg), Germany; Christoph Randler, Pädagogische Hochschule Heidelberg (University of Education Heidelberg), Germany

    Computer-assisted formative assessments with multiple-tier items are a valid instrument for diagnosing students' conceptual understanding in learning domains with well-structured declarative... More

    pp. 85-98

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  8. On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking

    Luis de-Marcos, Eva Garcia-Lopez & Antonio Garcia-Cabot

    Game-like approaches are becoming increasingly popular in education, with educational games and gamification drawing increasing levels of attention. While games specifically designed for... More

    pp. 99-113

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  9. The effects of secondary teachers’ technostress on the intention to use technology in South Korea

    Young Ju Joo, Kyu Yon Lim & Nam Hee Kim

    This study aims to investigate the structural relationships between secondary school teachers' TPACK, perception of school support for technology use, technostress, and intention to use technology ... More

    pp. 114-122

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  10. What are the determinants of rural-urban digital inequality among schoolchildren in Taiwan? Insights from Blinder-Oaxaca decomposition

    Pei-An Liao, Department of Economics, Taiwan; Hung-Hao Chang, Department of Agricultural Economics, Taiwan; Jiun-Hao Wang, Department of Bio-Industry Communication and Development, Taiwan; Lih-Chyun Sun, Department of Agricultural Economics, Taiwan

    Since digital inequality among schoolchildren may exacerbate the existing rural-urban disparity, determining how to reduce rural-urban digital inequality among students remains an important policy ... More

    pp. 123-133

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  11. Computer use at schools and associations with social-emotional outcomes – A holistic approach. Findings from the longitudinal study of Australian Children

    Maria Hatzigianni, School of Teacher Education, Australia; Athanasios Gregoriadis, School of Education, Greece; Marilyn Fleer, Monash University, Australia

    In drawing upon cultural-historical theory, this paper reports on the use of computers in Australian schools where a holistic analysis was undertaken to explore the possible associations with... More

    pp. 134-150

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  12. Using a gesture interactive game-based learning approach to improve preschool children's learning performance and motor skills

    Hsien-Sheng Hsiao & Jyun-Chen Chen

    Children love to play games, and early childhood is a critical time for developing motor skills. This study combined gesture-based computing technology and a game-based learning model to develop a ... More

    pp. 151-162

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  13. The impact of reflective thinking activities in e-learning: A critical review of the empirical research

    Fatma Gizem Karaoglan Yilmaz, Faculty of Education, Turkey; Hafize Keser, Faculty of Educational Sciences, Turkey

    The purpose of this study is to reveal the impact of e-learning environments supported with reflective thinking activities on students’ academic success, social presence perception and on their... More

    pp. 163-173

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  14. Enhancing learning and engagement through embodied interaction within a mixed reality simulation

    Robb Lindgren, Curriculum & Instruction and Educational Psychology, United States; Michael Tscholl, Electrical Engineering and Computer Science, United States; Shuai Wang, Educational Psychology, United States; Emily Johnson, Texts and Technology, United States

    Computer simulations have been shown to be effective instruments for teaching students about difficult concepts, particularly in the STEM disciplines. Emerging interface technologies are expanding ... More

    pp. 174-187

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  15. TPACKing: A constructivist framing of TPACK to analyze teachers' construction of knowledge

    Mark W. Olofson, University of Vermont, United States; Meredith J.C. Swallow, University of Maine, Farmington, United States; Maureen D. Neumann, University of Vermont, United States

    The Technological Pedagogical Content Knowledge (TPACK) framework is a commonly used conceptual tool in studies that consider technology integration into classrooms. Although the framework... More

    pp. 188-201

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  16. Exploring students' computational practice, design and performance of problem-solving through a visual programming environment

    Po-Yao Chao, Department of Information Communication, Taiwan

    This study aims to advocate that a visual programming environment offering graphical items and states of a computational problem could be helpful in supporting programming learning with... More

    pp. 202-215

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  17. Facebook and the others. Potentials and obstacles of Social Media for teaching in higher education

    Stefania Manca, Institute of Educational Technology, Italy; Maria Ranieri, Department of Education and Psychology, Italy

    Social Media tools are seen by many authors as powerful drivers of change for teaching and learning practices, in terms of openness, interactivity and sociability. However, extensive surveys about ... More

    pp. 216-230

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  18. Streamlined orchestration: An orchestration workbench framework for effective teaching

    Lighton Phiri, Department of Computer Science, South Africa; Christoph Meinel, Hasso Plattner Institute, Germany; Hussein Suleman, Department of Computer Science, South Africa

    Effective classroom management is considered a key criterion to making classrooms effective learning environments. Supporting classroom orchestration—the teacher-centric real-time management of... More

    pp. 231-238

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  19. Taking badges to school: A school-based badge system and its impact on participating teachers

    Peter Samuelson Wardrip, Children's Museum of Pittsburgh, United States; Samuel Abramovich, University at Buffalo - SUNY, United States; Yoon Jeon Kim, Massachusetts Institute of Technology, United States; Meghan Bathgate, University of Pittsburgh, United States

    While current research on badges typically examines the relationship between badges and learners' motivation, this study explores a badge system's impact on participating teachers. Through... More

    pp. 239-253

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  20. The effects of learner-generated videos for YouTube on learning outcomes and satisfaction

    Carlos Orús, Faculty of Economy and Business, Spain; María José Barlés, Faculty of Business and Public Management, Spain; Daniel Belanche, Faculty of Social and Human Sciences, Spain; Luis Casaló, Faculty of Business and Public Management, Spain; Elena Fraj & Raquel Gurrea, Faculty of Economy and Business, Spain

    This paper presents the results of an educational innovation project based on learner-generated videos. The videos were created for a YouTube channel specifically developed for a marketing course. ... More

    pp. 254-269

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