You are here:

Journal of Interactive Learning Research

July 2012 Volume 23, Number 3

Editors

Gary H. Marks

Search this issue

Table of Contents

Number of articles: 5

  1. Can interactive working memory training improving learning?

    Tracy Alloway, University of North Florida, United States

    Background. Working memory is linked to learning outcomes and there is emerging evidence that training working memory can yield gains in working memory and fluid intelligence. Aims. The aim of the... More

    pp. 197-207

  2. Students’ use of Self-regulatory Tool and Critical Inquiry in Online Discussions

    Hua Bai, Northeastern Illinois University, United States

    Facilitating students’ critical thinking in asynchronous discussions is important in online learning environments. Since students need to be self-regulated in online learning, the instructors are... More

    pp. 209-225

  3. Template Authoring Environment for the Automatic Generation of Narrative Content

    Maria Fernanda Caropreso, Diana Inkpen, Fazel Keshtkar & Shahzad Khan, University of Ottawa, Canada

    Natural Language Generation (NLG) systems can make data accessible in an easily digestible textual form; but using such systems requires sophisticated linguistic and sometimes even programming... More

    pp. 227-249

  4. Computer games and learning: The relationship between design, gameplay and outcomes

    Claudia Schrader & Theo Bastiaens, Open University in Hagen, Germany

    This article presents a review of existent literature that provides insight in the effectiveness of computer learning games. Based on this research, the effectiveness of games is illustrated in... More

    pp. 251-271

  5. The ideal science student: Exploring the relationship of students’ perceptions to their problem solving activity in a robotics context

    Florence Sullivan, University of Massachusetts, Amherst, United States; Xiadong Lin, Teachers College, Columbia University, United States

    The purpose of this study is to examine the relationship of middle school students’ perceptions of the ideal science student to their problem solving activity and conceptual understanding in the... More

    pp. 273-308