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Journal of Computer Assisted Learning

Jun 01, 2015 Volume 31, Number 3

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Table of Contents

Number of articles: 6

  1. Mobile learning vs. traditional classroom lessons: a comparative study

    D. Furió, M.‐C. Juan, I. Seguí & R. Vivó

    Different methods can be used for learning, and they can be compared in several aspects, especially those related to learning outcomes. In this paper, we present a study in order to compare the... More

    pp. 189-201

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  2. Orchestrating the XO computer with digital and conventional resources to teach mathematics

    A. Díaz, M. Nussbaum & I. Varela

    Recent research has suggested that simply providing each child with a computer does not lead to an improvement in learning. Given that dozens of countries across the world are purchasing computers ... More

    pp. 202-219

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  3. Predictors of digital competence in 7th grade: a multilevel analysis

    O.E. Hatlevik, G. Ottestad & I. Throndsen

    Since 2006, the ability to use information and communication technology (ICT) has been included as a key competence in the curriculum in Norway, and specific competence aims are developed for most ... More

    pp. 220-231

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  4. Game immersion experience: its hierarchical structure and impact on game-based science learning

    M.‐T. Cheng, H.‐C. She & L.A. Annetta

    Many studies have shown the positive impact of serious educational games (SEGs) on learning outcomes. However, there still exists insufficient research that delves into the impact of immersive... More

    pp. 232-253

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  5. Understanding the relationships between interest in online math games and academic performance

    M. Zhang

    Although the Internet is widely used by students in both formal and informal environments, little is known about how and where youth spend their time online. Using Internet search and Web analytics... More

    pp. 254-267

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  6. A mobile gamification learning system for improving the learning motivation and achievements

    C‐H. Su & C‐H. Cheng

    This paper aims to investigate how a gamified learning approach influences science learning, achievement and motivation, through a context-aware mobile learning environment, and explains the... More

    pp. 268-286

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