for Journals by Title or ISSN
for Articles by Keywords
help
  Subjects -> EDUCATION (Total: 1795 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (22 journals)
    - EDUCATION (1504 journals)
    - HIGHER EDUCATION (120 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (28 journals)
    - SCHOOL ORGANIZATION (13 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1504 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 2)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 1)
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 5)
Academic Medicine     Full-text available via subscription   (Followers: 60)
Academic Psychiatry     Full-text available via subscription   (Followers: 23)
Academic Questions     Hybrid Journal   (Followers: 8)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 59)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 53)
Accounting & Finance     Hybrid Journal   (Followers: 48)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 17)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 6)
Across the Disciplines     Open Access   (Followers: 8)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 59)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 40)
Action Research     Hybrid Journal   (Followers: 44)
Active Learning in Higher Education     Hybrid Journal   (Followers: 316)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 15)
Administration & Society     Hybrid Journal   (Followers: 13)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 160)
Adult Education Quarterly     Hybrid Journal   (Followers: 144)
Advanced Education     Open Access   (Followers: 7)
Advances in Building Education     Open Access   (Followers: 1)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 25)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 6)
Africa Education Review     Partially Free   (Followers: 25)
African Journal of Chemical Education     Open Access   (Followers: 2)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 1)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
Aksiologiya : Jurnal Pengabdian Kepada Masyarakat     Open Access  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 20)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 13)
American Educational Research Journal     Hybrid Journal   (Followers: 151)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 29)
American Journal of Education     Full-text available via subscription   (Followers: 175)
American Journal of Educational Research     Open Access   (Followers: 60)
American Journal of Health Education     Hybrid Journal   (Followers: 30)
American Journal of Physics     Full-text available via subscription   (Followers: 55)
American String Teacher     Full-text available via subscription  
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 2)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 10)
Annals of Modern Education     Full-text available via subscription   (Followers: 3)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 14)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 20)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 34)
Arts Education Policy Review     Hybrid Journal   (Followers: 5)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 15)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 21)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 12)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 19)
Asian Association of Open Universities Journal     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 14)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 5)
ASp     Open Access   (Followers: 2)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 153)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 15)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 39)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 18)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 4)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 7)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 7)
Australian Educational Computing     Open Access   (Followers: 1)
Australian Educational Researcher     Hybrid Journal   (Followers: 22)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 13)
Australian Journal of Career Development     Hybrid Journal   (Followers: 2)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 33)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 3)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 420)
Australian Journal of Teacher Education     Open Access   (Followers: 22)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 3)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 3)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 211)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 6)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 5)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 4)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 41)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 7)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 178)
British Journal of Educational Studies     Hybrid Journal   (Followers: 146)
British Journal of Educational Technology     Hybrid Journal   (Followers: 131)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 50)
British Journal of Special Education     Hybrid Journal   (Followers: 45)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 12)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 18)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
Cadernos de Educação, Tecnologia e Sociedade     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access   (Followers: 1)
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 97)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 9)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 8)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 15)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 8)
Canadian Journal of Higher Education     Open Access   (Followers: 24)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 15)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 10)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 20)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 16)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 6)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription  
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 3)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 29)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 17)
Children's Literature in Education     Hybrid Journal   (Followers: 9)
Chinese Education & Society     Full-text available via subscription   (Followers: 2)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 7)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 2)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 8)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clio y Asociados     Open Access  
CME     Hybrid Journal   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 10)
Cogent Education     Open Access   (Followers: 2)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 13)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 14)
Communication Education     Hybrid Journal   (Followers: 20)
Communication Methods and Measures     Hybrid Journal   (Followers: 12)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 9)
Community College Review     Hybrid Journal   (Followers: 8)

        1 2 3 4 5 6 7 8 | Last

Journal Cover Computers & Education
  [SJR: 3.143]   [H-I: 109]   [137 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0360-1315
   Published by Elsevier Homepage  [3118 journals]
  • Pre-service teachers' perspectives of cyberbullying
    • Abstract: Publication date: April 2018
      Source:Computers & Education, Volume 119
      Author(s): Petrea Redmond, Jennifer V. Lock, Victoria Smart
      For over a decade practitioners and researchers have been concerned about cyberbullying within educational contexts. Few tools exist to explore this complex phenomenon in-depth from a teacher or pre-service teacher perspective. Importantly, pre-service teacher perceptions of cyberbullying may have a significant impact on how pre-service teachers respond to issues of cyberbullying. Pre-service teachers (n = 61) participated in a five-phase online project to develop knowledge and understanding of resources and responses to cyberbullying. First, this article provides a short scan of the literature to contextualize current understandings of the issue and explore different responses to cyberbullying. The literature was analysed using a constant comparison method to search for and identify current and emerging themes. Out of this work, the researchers developed a Cyberbullying Conceptual Framework, which can be used as a tool to investigate cyberbullying. The framework provides key elements for identifying, managing, and preventing cyberbullying. These elements represent a template to guide researchers and educators in exploring cyberbullying from a conceptual, practical, and research basis. Second, the framework is used as a lens to analyse pre-service teachers' online discussions. Each of the pre-service teachers' online posts were coded against the Cyberbullying Conceptual Framework to examine pre-service teachers' perceptions of cyberbullying. Two factors were evident from the study: 1) The online project provided an opportunity for students to develop greater awareness and confidence in identifying, managing, and preventing cyberbullying; and 2) the framework provided a structure to unpack the complex phenomenon of cyberbullying and the meta-language to begin constructive conversations about addressing the issue. Finally, the article concludes with implications for teacher education programs.

      PubDate: 2017-12-27T11:04:12Z
       
  • A mixed-methods study to identify effective practices in the teaching of
           writing in a digital learning environment in low income schools
    • Abstract: Publication date: April 2018
      Source:Computers & Education, Volume 119
      Author(s): Rebecca Jesson, Stuart McNaughton, Naomi Rosedale, Tong Zhu, Victoria Cockle
      This paper reports on the teaching practices identified as effective for students' writing progress in a digital learning environment. The study is situated within a design-based research partnership between researchers and a group of urban schools serving culturally diverse students from low income communities who have implemented a digital pedagogy innovation which includes student device ownership, wireless access and a shared pedagogical approach. The research design logic was to select demonstrably effective teachers as ‘case studies’ in order to understand what effective teachers in the innovation did that promoted greater progress in writing. Qualitative analyses of selected teachers' class sites and students' individual blogs identified features of teaching practice hypothesised to promote student development in writing. To strengthen our understandings, teachers were interviewed to check the comprehensiveness and validity of our interpretation. Classroom observations from these case study teachers were compared with observations from a larger group of teachers to investigate whether identified practices were differentially employed by these effective teachers. Finally, the effects on student writing achievement of the relative presence of these practices in all observed classes were predicted using a hierarchical linear model. Our findings indicate effects of using digital tools in ways that promote complex compositional tasks, discussion and critical thinking. The study adds to a growing number of studies that investigate the nature of effective pedagogy within a digital environment. It contributes to the identification of promising practices for the design of more effective instruction in writing within classes that have ubiquitous digital access.

      PubDate: 2017-12-27T11:04:12Z
       
  • How extroversion affects student attitude toward the combined use of a
           wiki and video recording of group presentations
    • Abstract: Publication date: April 2018
      Source:Computers & Education, Volume 119
      Author(s): Elena Fraj-Andrés, Laura Lucia-Palacios, Raúl Pérez-López
      The aim of this paper is to analyze the effect of extroversion on students' attitude toward the combined use of a wiki and the video recording of oral presentations to improve communication skills using a quantitative approach. The model includes stress because it is considered an important aspect in public speaking situations, especially so in a case like ours where the videos will be available to the class. The students’ enjoyment and the relative advantages of the learning activity are also included because they may have an influence on satisfaction and course recommendation. A survey was carried out among first-year undergraduate students. Using partial least squares methodology, the results suggest that extrovert individuals perceive less stress and more enjoyment when performing this activity, which results in them having a better attitude toward it. A total mediation effect of enjoyment between extroversion and attitude is found. Our findings also confirm that stress acts as a barrier to satisfaction, but it does not create a negative reaction toward the activity. Finally, the results show the mediation effect of attitude between the perceived relative advantages and satisfaction and between enjoyment and satisfaction.

      PubDate: 2017-12-27T11:04:12Z
       
  • Guidelines for designing and using collaborative-competitive serious games
    • Abstract: Publication date: March 2018
      Source:Computers & Education, Volume 118
      Author(s): Diego Buchinger, Marcelo da Silva Hounsell
      There are already evidences of Serious Games (SG) effectiveness in teaching-learning processes for some areas of knowledge. Some studies analyzed the influence of different interaction modes, with focus on competitive and collaborative SG modes separately. New research studies however, suggest that SG with collaboration and competition altogether, could also provide benefits. A review on Collaborative-Competitive SG (CCSG) was performed, but no methodology was found to design such games. Instead, different research studies claim that specific design features should require attention in the design phase since they may compromise the success of a CCSG in terms of usage and learning. Once the outcome is said to be sensitive to those features, we hypothesized that a CCSG with such concerns altogether still promote learning. Thus, a new CCSG was designed considering all of these features, implemented, put to use and tested. Learning evaluations on a pre-experimental research design showed an increase in knowledge acquisition and level of confidence on students that played the resulting game. Data show that joining all design concerns regarding a CCSG did not compromise game capability to promote learning. Based on the feedback of game use, more features arose and we advocate that they should be considered as design concerns as well. Game design features identified in this work have been proved effective and can be used as guidelines for future educational CCSG.

      PubDate: 2017-12-27T11:04:12Z
       
  • Social network site use and academic achievement: A meta-analysis
    • Abstract: Publication date: Available online 27 December 2017
      Source:Computers & Education
      Author(s): Chiungjung Huang
      This meta-analysis examines the relation between use of social network sites and academic achievement. Thirty studies consisting of 21,367 participants are identified. The weighted mean correlation between use of social network sites and academic achievement is r ¯  = −0.07. The weighted mean correlation is negligible ( r ¯  = −0.02) for studies assessing Facebook use, and small ( r ¯  = −0.12) for studies measuring use of all social network sites. Further, the weighted mean correlation is small ( r ¯  = −0.10) for studies assessing the duration of use, and close to zero ( r ¯  = −0.01) for studies measuring visiting frequency. The implication of the research for the relation between social network site use and academic achievement is discussed.

      PubDate: 2017-12-27T11:04:12Z
       
  • Context counts: The different implications of weekday and weekend video
           gaming for academic performance in mathematics, reading, and science
    • Abstract: Publication date: Available online 23 December 2017
      Source:Computers & Education
      Author(s): Andree Hartanto, Wei Xing Toh, Hwajin Yang
      Video gaming has been a source of serious concern for parents and educators, based on the belief that video games disrupt adolescents' academic activities. However, previous studies have been mixed regarding video games’ effects on academic outcomes. We revisited this issue by analyzing data on approximately 30,000 adolescents from three large-scale public datasets. We consistently found that the more adolescents played video games on weekdays, the poorer they performed on standardized assessments of mathematics, reading, and science. In contrast, weekend video gaming was positively associated with academic performance. Our findings suggest that weekday and weekend video gaming may be differentially associated with academic outcomes, depending on the context in which it occurs.

      PubDate: 2017-12-27T11:04:12Z
       
  • Modeling a learning organization using a molecular network framework
    • Abstract: Publication date: March 2018
      Source:Computers & Education, Volume 118
      Author(s): Matej Janežič, Vlado Dimovski, Milan Hodošček
      In this paper we present a new approach for modeling a learning organization using molecular network framework. For the purpose of this study, we have developed a new FUTURE-O-DYN model for simulation of learning organization by combining the FUTURE-O® model, a comprehensive model that through the seven elements leads to a fully-fledged learning organization, with molecular dynamics simulation technique. Molecular dynamics simulation, in which the classical equations of motion for all particles of a system are integrated over finite period of time, provides an important insight into the structure and function of molecules. The resulting trajectory is used to compute the time-dependent properties of the system. Here, we apply molecular dynamics, in particular free energy simulation, to simulate a learning organization or any other system including the use of computer technology in educational process. All steps of modeling process; from data preparation to development of a suitable simulation space, potential energy function and parameters to carry out simulations of a learning organization are discussed. Major achievement of this study is that we apply molecular dynamics technique to model a learning organization consisting of two individuals, which is done for the first time, with the newly developed FUTURE-O-DYN model. For this purpose we also developed parameters that define potential energy function for a pair of programmers case described in the literature. In our model, the free energy is proportional to the values of the seven elements in the FUTURE-O® model. The simulation results indicate that the calculated free energies using FUTURE-O-DYN model are in excellent agreement with the experimentally measured values. The approach described here is general and applicable to any education, business or corporate based learning organization.
      Graphical abstract image

      PubDate: 2017-12-12T16:57:15Z
       
  • The role of value on teachers' internalization of external barriers and
           externalization of personal beliefs for classroom technology integration
    • Abstract: Publication date: March 2018
      Source:Computers & Education, Volume 118
      Author(s): Vanessa W. Vongkulluksn, Kui Xie, Margaret A. Bowman
      Recent research has shown that access alone does not automatically equate to greater or higher quality of technology integration. Teacher beliefs are also important factors of how teachers integrate technology in the classroom. This study examined how teachers' value beliefs about technology affect the way they internalize actual technology access and administrator support into perceptions of support on first-order barriers. This study also examined how teachers' value beliefs affect the relationship between perceived support on first-order barriers and their classroom technology integration practice. Using hierarchical linear modeling and multilevel path modeling, the study found that value beliefs moderated the extent to which teachers translate actual school support into perceptions of support on first-order barriers. Value beliefs also mediated and moderated the relationship between how teachers' perceived support on first-order barriers influences both the quantity and quality of classroom technology integration, suggesting a moderated-mediation interaction pattern. This study makes contribution to the literature by highlighting the importance of teachers' values beliefs in technology integration.

      PubDate: 2017-12-12T16:57:15Z
       
  • A mixed research-based model for pre-service science teachers' digital
           literacy: Responses to “which beliefs” and “how and why they
           interact” questions
    • Abstract: Publication date: March 2018
      Source:Computers & Education, Volume 118
      Author(s): Erhan Güneş, Eralp Bahçivan
      This study constructs a science teaching belief system to examine pre-service science teachers' scientific epistemological beliefs (SEBs) and conceptions of teaching and learning (COTL). The aim of the study was to investigate the structural relations among pre-service science teachers' SEBs, COTL and digital literacy skills and to determine the reasons for these relations. First, quantitative research was conducted to examine the structural relations among the variables, using structural equation modeling analysis on the data gathered from 979 pre-service science teachers. Next, qualitative research investigated the reasons for these relations. Thus, the study has a sequential explanatory research design. The findings of the study showed that pre-service science teachers' SEBs affected their constructivist conceptions positively. On the other hand, their SEBs were related to their traditional conceptions negatively. In addition, pre-service teachers' COTL contribute more positively to their digital literacy skills if they hold constructivist conceptions. The previous experiences of pre-service science teachers were also found to affect their beliefs and digital literacy skills. The findings contribute to the educational literature by focusing on the relationships among pre-service science teachers' SEBs, COLT and digital literacy, which is one of the most important 21st century skills, in the context of pre-service science teachers' belief systems.

      PubDate: 2017-12-12T16:57:15Z
       
  • Effects of success v failure cases on learner-learner interaction
    • Abstract: Publication date: March 2018
      Source:Computers & Education, Volume 118
      Author(s): Andrew A. Tawfik, Philippe J. Giabbanelli, Maureen Hogan, Fortunata Msilu, Anila Gill, Cindy S. York
      Studies have found that students struggle to challenge their peers and engage in co-construction of knowledge when in asynchronous problem-based learning (PBL) contexts. In other settings, case libraries have been shown to support problem solving competencies, such as argumentation and problem representation. However, research has yet to study how the design and types of cases impact learner-learner interaction. To accommodate that gap, this study used content analysis and sequential analysis to ascertain how learner interaction differed when participants had access to success- and failure-based case libraries. Results found the failure-based condition had higher overall number of postings and differed in terms of the number of elicitations and planning (meta) interactions. Finally, results of the sequential analysis indicated participants in the success-based condition were more likely to begin planning their final assignment earlier, while the failure condition was more likely to continue engaged in collaborative problem-solving with their peers. Given these differences, the findings suggest failure-based cases may serve as a catalyst for learner-learner interaction when compared with success-based cases. Implications for practice, case-based reasoning, and failure-driven memory theory are discussed.

      PubDate: 2017-12-12T16:57:15Z
       
  • Editorial Board/Publication information
    • Abstract: Publication date: February 2018
      Source:Computers & Education, Volume 117


      PubDate: 2017-12-12T16:57:15Z
       
  • Technology valued' Observation and review activities to enhance future
           teachers’ utility value toward technology integration
    • Abstract: Publication date: February 2018
      Source:Computers & Education, Volume 117
      Author(s): Ugur Kale
      This study examined the influence of observation of technology demonstrations and review of relevant text resources on the utility values of mobile and social networking tools that preservice teachers recognize in their reflections. Eighty-two preservice teachers from a mid-Atlantic university participated in the study. The findings revealed that the kinds of utility values identified varied depending on the sequence of observation and review activities, participants' expectancy for successful teaching (low and high), and their grade level focus (elementary and secondary). Discussion offered insights into how the activity sequence, expectancy for successful teaching with technology, and grade level might influence future teachers’ likelihood to value technologies.

      PubDate: 2017-12-12T16:57:15Z
       
  • Applying “First Principles of Instruction” as a design theory of the
           flipped classroom: Findings from a collective study of four secondary
           school subjects
    • Abstract: Publication date: Available online 9 December 2017
      Source:Computers & Education
      Author(s): Chung Kwan Lo, Chi Wai Lie, Khe Foon Hew
      The flipped classroom approach is a type of technology-enhanced pedagogy that has grown popular in education settings. An increasing number of empirical studies have evaluated this approach, but there is still no adequate theoretical framework for guiding the design and implementation of flipped classrooms. Furthermore, few such studies have been conducted in secondary school contexts, and the effects of flipped classrooms have not been adequately compared with those of non-flipped classrooms. This study aims to address these research gaps by applying the meta design theory “First Principles of Instruction” to design our flipped classroom approach. A two-stage study was conducted in two secondary schools, involving a total of 382 students and five teacher participants from four subject areas, namely mathematics, physics, Chinese language, and information and communication technology (ICT). Based on the experience of the pilot study (Study 1), we refined our flipped classroom model and examined its efficacy through a quasi-experimental design in the main study (Study 2). Although the students in the flipped ICT course had learning outcomes similar to those of students in the non-flipped ICT course, the levels of student achievement in the other three courses (i.e., mathematics, physics, and Chinese language) were improved after flipping, with a small to medium-sized effects. The design, benefits, and challenges of the model are discussed. We conclude by making several recommendations for practice, and suggesting ideas for further research.

      PubDate: 2017-12-12T16:57:15Z
       
  • Social tagging strategy for enhancing e-learning experience
    • Abstract: Publication date: Available online 8 December 2017
      Source:Computers & Education
      Author(s): Aleksandra Klašnja-Milićević, Boban Vesin, Mirjana Ivanović
      Success of e-learning systems depends on their capability to automatically retrieve and recommend relevant learning content according to the preferences of a specific learner. Learning experience and dynamic choice of educational material that is presented to learners can be enhanced using different recommendation techniques. As popularity of collaborative tagging systems grows, users’ tags could provide useful information to improve recommender system algorithms in e-learning environments. In this paper, we present an approach for implementation of collaborative tagging techniques into online tutoring system. The implemented approach combines social tagging and sequential patterns mining for generating recommendations of learning resources to learners. Several experiments were carried out in order to verify usability of the proposed hybrid method within e-learning environment and analyze selected social tagging techniques.
      Graphical abstract image

      PubDate: 2017-12-12T16:57:15Z
       
  • A review of the types of mobile activities in mobile inquiry-based
           learning
    • Abstract: Publication date: Available online 14 November 2017
      Source:Computers & Education
      Author(s): Ángel Suárez, Marcus Specht, Fleur Prinsen, Marco Kalz, Stefaan Ternier
      Inquiry-based Learning is increasingly suggested as an efficient approach for fostering learners' curiosity and motivation. It helps learners to develop their ability to work on complex and unpredictable environments making them more critical thinkers and agentic learners. Although, mobile technology is a suitable support for this learning process, there is a lack of practical strategies for educational practitioners to enact the right balance between enabling agency and supporting the students through the mobile technology. Thus, we conducted a literature review that analyzed 62 studies on mobile inquiry-based learning. The analysis focused on the level of agency supported by mobile technology. This review study provided two main results. The first result is a two-layer classification –with five types and twelve subtypes– of the most common mobile activities used in inquiry-based learning. The types and subtypes are: 1) Direct instruction formed by 1a) location guidance, 1b) procedural guidance and 1c) metacognitive guidance, 2) Access to content formed by 2a) fixed and 2b) dynamic content, 3) Data collection that consists of 3a) cooperative and 3b) collaborative data collection, 4) Peer-to-peer communication formed by 4a) asynchronous and 4b) synchronous social communications and 5) Contextual support that includes 5a) augmented experience, 5b) immersive experience and 5c) adaptive feedback. The second result consists of an analytical framework –based on six dimensions– to assess the level of agency supported by the different types of mobile activities. The learners' agency dimensions are: 1) Goals, 2) Content, 3) Actions, 4) Strategies, 5) Reflection and 6) Monitoring. Finally, the review presents insights on how this analytical framework can be used by educational practitioners to identify mobile activities that effectively balance learners’ agency with mobile technology.

      PubDate: 2017-11-16T15:07:50Z
       
  • The role of textbook learning resources in e-learning: A taxonomic study
    • Abstract: Publication date: Available online 14 November 2017
      Source:Computers & Education
      Author(s): Kwok Hung Lau, Tri Lam, Booi Hon Kam, Mathews Nkhoma, Joan Richardson, Susan Thomas
      While textbooks are crucial to learning in the traditional classroom-based setting, their role in e-learning environment might be different. Through a categorical analysis, this study investigates if the currently available learning resources provided by textbooks are suitable for e-learning purpose. An e-learning framework incorporating different stages of learning and usage of learning resources was first developed as a guide. Then, a sample of learning resources that came with 100 commonly used textbooks in the disciplines of logistics/supply chain management and information systems were classified using the framework. To corroborate the classification, cluster analysis was also conducted to identify major clusters of learning resources along two dimensions - complexity of content and ease of use. The findings show that most of the sampled textbook learning resources are only suitable for low-order to mid-order learning according to the revised Bloom's taxonomy. The majority of the resources investigated lack the sophistication and complexity to support high-order learning that involves a great deal of interaction and collaboration among learners and facilitators on e-learning platforms. In other words, existing textbook learning resources might contribute well to self-regulated low-order and mid-order e-learning involving basic to intermediate cognitive processes, such as remembering, understanding, applying and analysing. They are generally ill-designed to facilitate high-order e-learning involving advanced cognitive processes, such as evaluating and creating, which require extensive interaction and collaboration among learners and facilitators in an e-learning environment.

      PubDate: 2017-11-16T15:07:50Z
       
  • The influence of internationalised versus local content on online
           intercultural collaboration in groups: A randomised control trial study in
           a statistics course
    • Abstract: Publication date: Available online 13 November 2017
      Source:Computers & Education
      Author(s): Jenna Mittelmeier, Bart Rienties, Dirk Tempelaar, Garron Hillaire, Denise Whitelock
      Computer-supported collaborative learning (CSCL) has been highlighted as a beneficial learning experience for students in blended and online settings. In highly diverse and international contexts, CSCL also allows students the opportunity to encounter new ideas and values from peers with different backgrounds. However, previous research has highlighted that there are wide variations in student participation levels in CSCL activities and that many students experience social and cultural tensions when working with diverse peers. These issues may damage the quality of online collaboration and limit the potential gains of CSCL. In this study, we explored one evidence-based solution for encouraging CSCL participation: the internationalisation of the online academic content used for collaborative activities. Using a randomised control trial method with 428 undergraduate students in an introductory statistics course, we compared individual and group-level participation in an online collaborative task when students used content from the local context compared to content from international contexts. Our findings suggest that internationalisation of online content can encourage individual-level participation and decrease the disparity of participation within small groups when the content is situated in countries that are personally relevant to students’ own backgrounds. At the same time, participation was influenced by individual demographics and group dynamics.

      PubDate: 2017-11-16T15:07:50Z
       
  • Needle in a haystack: Identifying learner posts that require urgent
           response in MOOC discussion forums
    • Abstract: Publication date: Available online 12 November 2017
      Source:Computers & Education
      Author(s): Omaima Almatrafi, Aditya Johri, Huzefa Rangwala
      Although massive open online courses or MOOCs have been successful in attracting a large number of learners, they have not been equally successful in retaining the learners to the point of course completion. One critical point of failure in many courses, especially those that use discussion forums as a means of collaborative learning, is the large number of messages exchanged on the forums. The extensive exchange of messages often creates chaos from the instructors' perspective and several questions remain unanswered. Lack of attention and response to urgent messages – those that are critical from the learners’ perspective to move forward – becomes a major challenge in this environment. This paper proposes a model to identify “urgent” posts that need immediate attention from instructors. In our analysis, we investigate different feature sets and different data mining techniques, and report the best set of features and classification techniques for addressing the problem of identifying messages that need urgent attention. The results demonstrate the ability to use a limited number of linguistic features with select metadata to build a moderate to substantially reliable classification model that can identify urgent posts in MOOC forums regardless of the course content. The work has potential application across a range of platforms that provide large scale courses and can help instructors efficiently navigate the discussion forums and prioritize the responses so that timely intervention can support learning and may reduce dropout rates.

      PubDate: 2017-11-16T15:07:50Z
       
  • Critical evaluation of existing audio learning systems using a proposed
           TOL model
    • Abstract: Publication date: February 2018
      Source:Computers & Education, Volume 117
      Author(s): Raj Kishen Moloo, Kavi Kumar Khedo, Tadinada Venkata Prabhakar
      This work forms part of a larger research work which advocates that audio-only learning mode can be developed into a full fledge audio-MOOC. The audio-MOOC should incorporate a learner-centric approach to provide effective learning capabilities to the oral and low-literate population. For long, audio-based learning (which includes variances in audio technologies) has been an established practice and has proved to be a successful means of conveying information to the mass especially for illiterate and semi-literate population. However, it is widely used as a supplement to Distance Education mode without exploiting its full potential. This paper aims at providing a comprehensive evaluation of existing audio learning systems which is missing in recent literature. There is no formal and established evaluation framework for evaluating such systems. Hence, this paper contributes to the audio-based learning research area by proposing a Technology, Organisation and Learner (TOL) evaluation model to analyse the existing audio learning systems. The proposed evaluation model uses a set of 50 criteria which is derived from a review of methodologies and strategies for multimedia evaluation. Besides, this work makes use of empirical data in the proposed TOL evaluation model to critically appraise various audio technologies used in learning. Recommendations are made for the development of full-fledge Audio-only Learning Management Systems/MOOCs. Moreover, the proposed evaluation model can also be used for the selection of media suited to the learning needs of organisations.

      PubDate: 2017-11-08T16:31:42Z
       
  • Embodied interactive video lectures for improving learning comprehension
           and retention
    • Abstract: Publication date: February 2018
      Source:Computers & Education, Volume 117
      Author(s): I-Chun Hung, Kinshuk, Nian-Shing Chen
      The increased interaction with multimedia content has been recognized as a significant factor to improve learners’ learning outcomes. As a result, interactive video lectures are increasingly being adopted in digital learning contexts for increasing interactivity. However, conventional video lecture lacks interactive learning activities (ILAs) that are an indispensable component of interactivity. Interactive video lectures can provide learners opportunities to obtain timely constructive support to produce effective learning outcomes because of ILAs. In order to carefully design and create ILAs for effective learning, instructors need to invest substantial efforts for conceiving the content and interactions of ILAs. This study proposed an approach to design the content of ILAs by leveraging collective intelligence (CI) gathered from the discussion forums specifically related to the content of video lectures. When learners exercised ILAs, meaningful interactions by speaking and gesturing worked as learning support to improve comprehension of learning materials. To evaluate the effects of the CI-based ILAs, an experiment was conducted with 90 university students, who were randomly and equally assigned to three different groups (i.e., embodied interactive, non-embodied interactive, and conventional video lectures). The results show that learners who learned with the embodied interactive video lecture performed better in comprehension and retention of learning contents than the other two counter groups. The findings also revealed that this approach does not impose any additional cognitive load on learners. The design guidelines derived in this study can serve as reference for instructors to create interactive video lectures with CI-based ILAs in digital learning contexts.

      PubDate: 2017-11-08T16:31:42Z
       
  • Keyboarding versus handwriting speed of higher education students with and
           without learning disabilities: Does touch-typing assist in narrowing the
           gap'
    • Abstract: Publication date: February 2018
      Source:Computers & Education, Volume 117
      Author(s): Hayley Weigelt-Marom, Naomi Weintraub
      Keyboarding has become an essential writing mode. Yet, many do not keyboard as fast as they handwrite, perhaps due to lack of efficient keyboarding skills. The current study examined the immediate and long-term effect of a touch-typing program on narrowing the gap between keyboarding and handwriting speed among higher education students. The study included 17 normally achieving students and 25 students with specific learning disabilities (i.e., reading and/or writing disabilities). Results showed that at the end of the program, handwriting remained a faster writing mode than keyboarding. This condition changed over time, and at the delayed post-test (approximately 3 months following the completion of the program), keyboarding became faster than handwriting. However, this change was significant only within the group of students with specific learning disabilities. These results stress the importance of efficient and automatic keyboarding for writing among the general population and particularly among students with specific learning disabilities.

      PubDate: 2017-11-08T16:31:42Z
       
  • Cell phone usage and academic performance: An experiment
    • Abstract: Publication date: February 2018
      Source:Computers & Education, Volume 117
      Author(s): Daniel Darghan Felisoni, Alexandra Strommer Godoi
      This paper makes use of an experiment to test the relationship between the actual average time students spend using their smartphones per day and academic performance. Differently from previous studies that rely on self-reporting mobile phone usage data, which tends to significantly underestimate the time spent by students at their phones, we employed Apps (namely ‘Moment’ and ‘App Usage Tracker’) to effectively measure actual usage. Collecting data from 43 students at Fundação Getúlio Vargas (FGV), a business school from São Paulo, Brazil, our analysis yielded a significant negative relationship between total time spent using smartphones and academic performance, after controlling for known predictors of performance such as self-efficacy and past academic results. Each 100 min spent using the device on average per day corresponded to a reduction in a student's position at the school's ranking of 6.3 points, in a range from 0 to nearly 100. Moreover, if we consider usage during class time only (as opposed to during free time and weekends), the effect was almost twice as high. The magnitude of the effect found is alarming. Thus, this study brings new evidence of the potential harm of excessive smartphone use and should be useful for educators and other academic stakeholders interested in the subject of the impact of technology on students' performance.

      PubDate: 2017-11-08T16:31:42Z
       
  • Geography learning in primary school: Comparing face-to-face versus
           tablet-based instruction methods
    • Abstract: Publication date: Available online 4 November 2017
      Source:Computers & Education
      Author(s): Steven Walczak, Natalie Greene Taylor
      Touchscreen tablet technology is being widely adopted in primary and secondary schools throughout the world. Current research largely explores how to use this technology to teach reading and writing, mathematics, and to a lesser extent science. However a research gap exists in exploring tablet technology to teach geography. The research in this article examines if any differences in learning outcomes exist between a more traditional teaching method and one that is centered on using touchscreen tablet technology when teaching USA states’ shapes and locations to second-graders. The results indicate that there is no statistically significant difference between the two teaching methods, but that combining the two methods may lead to significant improvements in learning outcomes.
      Graphical abstract image

      PubDate: 2017-11-08T16:31:42Z
       
  • Editorial Board/Publication information
    • Abstract: Publication date: January 2018
      Source:Computers & Education, Volume 116


      PubDate: 2017-11-02T16:20:57Z
       
  • Use of Facebook for the Community Services Practices course: Community of
           inquiry as a theoretical framework
    • Abstract: Publication date: January 2018
      Source:Computers & Education, Volume 116
      Author(s): Esra Keles
      This study examines an online learning community created on Facebook (FB) for the Community Services Practices (CSP) course at the Faculty of Education, Karadeniz Technical University. The study aims to analyze FB group shares and prospective teachers' views in order to investigate the reflections of the teaching process that took place within the Community Services Practices course. The study was carried out with prospective teachers enrolled in the Computer Education Instructional Technology (CEIT) Teacher Training program. Its implementation entailed a case study with 92 prospective teachers, and the FB group was used as one of the main elements of the course in which students shared weekly discussion topics, social activities, and community service projects for 12 weeks. In this context, data were gathered via an analysis of the learning environment screenshots from the FB group. Furthermore, quantitative data gathered through multiple-choice, as well as open-ended questions, were presented with reference to frequencies and percentages, whereas qualitative data were presented in the form of themes, codes, and quotations. The study attempted to interpret the findings through the ‘Community of Inquiry’ (CoI) framework. In this vein, FB's social network supported a teaching presence for both the instructors and the students and enabled them to share responsibility for the teaching process. Moreover, the communication and socialization characteristics of FB directly contributed to the social presence of the learning groups created through this media. While the practices implemented over FB contributed to increased social sensitivity and awareness among prospective teachers, low-quality shares and irrelevant discussions in the FB group had negative effects on the learning environment.

      PubDate: 2017-11-02T16:20:57Z
       
  • Enhance emotional and social adaptation skills for children with autism
           spectrum disorder: A virtual reality enabled approach
    • Abstract: Publication date: February 2018
      Source:Computers & Education, Volume 117
      Author(s): Horace H.S. Ip, Simpson W.L. Wong, Dorothy F.Y. Chan, Julia Byrne, Chen Li, Vanessa S.N. Yuan, Kate S.Y. Lau, Joe Y.W. Wong
      Deficits in social-emotional reciprocity, one of the diagnostic criteria of Autism Spectrum Disorder (ASD), greatly hinders children with ASD from responding appropriately and adapting themselves in various social situations. Although evidences have shown that virtual reality environment is a promising tool for emotional and social adaptation skills training on ASD population, there is a lack of large-scale trials with intensive evaluations to support such findings. This paper presents a virtual reality enabled program for enhancing emotional and social adaptation skills for children with ASD. Six unique learning scenarios, of which one focuses on emotion control and relaxation strategies, four that simulate various social situations, and one that facilitates consolidation and generalization, are designed and developed with corresponding psychoeducation procedures and protocols. The learning scenarios are presented to the children via a 4-side immersive virtual reality environment (a.k.a., half-CAVE) with non-intrusive motion tracking. A total number of 94 children between the ages of 6–12 with clinical diagnosis of ASD participated in the 28-session program that lasted for 14 weeks. By comparing pre- and post-assessments, results reported in this paper show significant improvements in the project's primary measures on children's emotion expression and regulation and social-emotional reciprocity but not on other secondary measures.

      PubDate: 2017-10-25T16:15:50Z
       
  • On the students' perceptions of the knowledge formation when submitted to
           a Project-Based Learning environment using web applications
    • Abstract: Publication date: February 2018
      Source:Computers & Education, Volume 117
      Author(s): Laio Oriel Seman, Romeu Hausmann, Eduardo Augusto Bezerra
      This work presents a statistical analysis of the views of Electrical Engineering students, regarding the knowledge formation process in a Project-Based Learning application, as a complement to classical teaching methods. In order to assess this approach, an active learning methodology developed especially for part-time degree courses, called Project-Based Learning Agile (PBLA), has been proposed and implemented at the Regional University of Blumenau (FURB), Brazil. Through the analysis of questionnaire responses obtained over four consecutive semesters, using partial least squares path modeling (PLS-PM), it was possible to understand statistically how the learning process is connected to PBLA. The data analysis suggests that the educational process applied in this work is rooted in a humanist basis, formed by Ego and Cooperation among students. The PBLA approach, sustained by this Humanization, serves as a basis for the Learning. Thus, the results suggest that humanization is an important part in the education process of a new electrical engineer.

      PubDate: 2017-10-25T16:15:50Z
       
  • Cross-repository aggregation of educational resources
    • Abstract: Publication date: February 2018
      Source:Computers & Education, Volume 117
      Author(s): Marcos Mouriño-García, Roberto Pérez-Rodríguez, Luis Anido-Rifón, Manuel J. Fernández-Iglesias, Víctor M. Darriba-Bilbao
      The proliferation of educational resource repositories promoted the development of aggregators to facilitate interoperability, that is, a unified access that would allow users to fetch a given resource independently of its origin. The CROERA system is a repository aggregator that provides access to educational resources independently of the classification taxonomy utilized in the hosting repository. For that, an automated classification algorithm is trained using the information extracted from the metadata of a collection of educational resources hosted in different repositories, which in turn depends on the classification taxonomy used in each case. Then, every resource will be automatically classified on demand independently of the original classification scheme. As a consequence, resources can be retrieved independently of the original taxonomy utilized using any taxonomy supported by the aggregator, and exploratory searches can be made without a previous taxonomy mapping. This approach overcomes one of the recurring problems in taxonomy mapping, namely the one-to-none matching situation. To evaluate the performance of this proposal two methods were applied. Resource classification in categories existing in all repositories was automatically evaluated, obtaining maximum performance values of 84% (F 1 score), 87.8% (area under the receiver operator characteristic curve), 86% (area under the precision-recall curve) and 75.1% (Cohen's κ). In the case of resources not belonging to one of the common categories, human inspection was used as a reference to compute classification performance. In this case, maximum performance values obtained were respectively 69.8%, 73.8%, 75% and 54.3%. These results demonstrate the potential of this approach as a tool to facilitate resource classification, for example to provide a preliminary classification that would require just minor corrections from human classifiers.

      PubDate: 2017-10-25T16:15:50Z
       
  • Improving high school students' executive functions through digital game
           play
    • Abstract: Publication date: February 2018
      Source:Computers & Education, Volume 117
      Author(s): Bruce D. Homer, Jan L. Plass, Charles Raffaele, Teresa M. Ober, Alisha Ali
      Executive functions (EF), the skills required to plan, monitor and control cognitive processes, are linked to many important educational and developmental outcomes. The Alien Game is a digital game developed to train the EF subskill of shifting. High school students (N = 82; age range 14–18 years; average = 15.5 years) were asked to play the Alien Game for 20 min per week for 6 consecutive weeks. Two EF measures were administered before and after this intervention: the Dimensional Change Card Sort (DCCS) task (a measure of shifting) and the Flanker task (a measure of inhibition). Students had a significant pre- to posttest increase in DCCS, t (81) = 4.29, p < 0.001, d = 0.54, and Flanker, t (77) = 2.93, p = 0.004, d = 0.22. Controlling for pretest score, gains in shifting were significantly predicted by a measure of game performance in the Alien Game. These findings provide evidence that the Alien Game is having the intended effect of improving EF, and argue that video games can be effective tools for training cognitive skills when they are explicitly designed for this purpose and when a rigorous design approach is used.

      PubDate: 2017-10-25T16:15:50Z
       
  • Analyzing productive learning behaviors for students using immediate
           corrective feedback in a blended learning environment
    • Abstract: Publication date: February 2018
      Source:Computers & Education, Volume 117
      Author(s): Xin Chen, Lori Breslow, Jennifer DeBoer
      Undergraduate classes in many science and engineering courses are utilizing asynchronous computer platforms to host educational materials such as lecture videos or discussion forums. These platforms also have the ability to provide immediate feedback to students on formative assessment tasks such as homework problems, reading questions, or weekly quizzes. Although there have been a number of studies on computer-based feedback, there is more we need to know about how students interact with immediate feedback, and how those interactions influence their learning. In this study, we characterize introductory physics students' interactions with one computer-based immediate simple corrective feedback tool, the “checkable answer feature” (CAF), powered by the institutional version of the edX platform. We investigate how much students interact with the CAF, the patterns of interaction, and, ultimately, how these patterns are associated with course performance. We utilize rich quantitative data, including a large volume of server tracking logs that show students’ use the CAF, as well as performance metrics. Our findings show certain patterns of engagement with feedback reflect productive study strategies and significantly predict higher performance. The findings provide guidance for instructional practice and the continued development of online feedback tools in introductory STEM courses.

      PubDate: 2017-10-25T16:15:50Z
       
  • The influence of Gesture-Based Learning System (GBLS) on Learning Outcomes
    • Abstract: Publication date: February 2018
      Source:Computers & Education, Volume 117
      Author(s): Moamer Shakroum, Kok Wai Wong, Chun Che Fung
      The effectiveness of Gesture-Based Learning System (GBLS) has been reported in some recent studies. However, not many of those studies have investigated on how GBLS mode influences the learning outcomes. The aim of this study therefore focuses on investigating how GBLS mode impacts the learning outcomes. The findings of this study revealed that GBLS's features positively affect the students' intrinsic motivation. Consequently, the increase in the intrinsic motivation leads to improving the learning outcomes; this study also showed that GBLS's features indirectly influence the learning outcomes via intrinsic motivation. In other words, this study found that the GBLS's features (interactivity and multimodality) create an instructional learning environment that positively influences the students' intrinsic motivation. The increase of the students' positive intrinsic motivation led to enhancing the learning achievements of students.

      PubDate: 2017-10-25T16:15:50Z
       
  • Exploring effects of discussion on visual attention, learning performance,
           and perceptions of students learning with STR-support
    • Abstract: Publication date: January 2018
      Source:Computers & Education, Volume 116
      Author(s): Wu-Yuin Hwang, Yung-Hui Li, Rustam Shadiev
      In this study, we aimed to explore effects of discussion on visual attention, learning performance, and perceptions of non-native English speaking students attending lectures in English in learning environments supported by Speech-to-Text Recognition (STR) system. One experiment was carried out with 60 students who were assigned into the control (n = 30) and experimental (n = 30) groups. Students in the control group attended lectures without discussing lectures content whereas students in the experimental group attended lectures and discussed lectures content. Our result showed that students in the experimental group had higher fixation time during two lectures compared to their counterparts in the control group. We also found that students in the experimental group had higher fixation count during the first lecture compared to the control group but there was no difference between the two groups in fixation count during the second lecture. Our results demonstrated that the experimental group outperformed the control group on both tests. In addition, most students in the two groups had high perceptions towards usefulness of STR-text for learning; however, no differences were found between the two groups in their perceptions towards STR-text. Based on our results, we suggest that learning activities, such as student discussion, need to be introduced during lectures in order to stimulate active learning, which in turn, enhances students’ learning and comprehension of lecturing content. Discussion may encourage and facilitate students to take more active role in their learning.

      PubDate: 2017-10-11T06:42:32Z
       
  • PhD students' presenting, staging and announcing their educational status
           - An analysis of shared images in social media
    • Abstract: Publication date: January 2018
      Source:Computers & Education, Volume 116
      Author(s): Martin Salzmann-Erikson, Henrik Eriksson
      Little research has been conducted on the question of academics' use of social media. The effects of social media on the educational environment of postgraduate students need to be further explored. The purpose of this study was to investigate the underlying values and ideas of being in postgraduate education by analysing 176 posted photos on social media. The findings show that PhD students manifest their educational status by presenting themselves as being in a process, staging academic artefacts and announcing important achievements towards the goal of earning their degree. These activities represent a global understanding of being a PhD student, that exists regardless of nation, gender or ethnicity and as such represents a “meta curricula” that exists above and beyond any locally defined PhD syllabus. It should be considered that the constant mirroring of PhD student life that has been made possible via social platforms seems to gain in importance and that the enculturation into the academic culture that exists among postgraduate students' own activities on social media needs to be taken into account when addressing postgraduate education, in practice as well as in research.

      PubDate: 2017-10-11T06:42:32Z
       
  • Participatory methodologies to promote student engagement in the
           development of educational digital games
    • Abstract: Publication date: January 2018
      Source:Computers & Education, Volume 116
      Author(s): Taciana Pontual Falcão, Flávia Mendes de Andrade e Peres, Dyego Carlos Sales de Morais, Glaucileide da Silva Oliveira
      Engagement is a fundamental condition for learning, which the outdated educational system is failing to sustain for the current generation of students, born in a world permeated with digital technologies. This article presents an analysis of high school students’ engagement while playing the roles of programmers and designers of educational digital games in the Community of Practice of the DEMULTS project, which aims to provide an alternative within the traditional educational system. Data collection was performed within an ethnographic approach with participant observation, questionnaires and social network interaction, and analysis was based on the constructs of Activity Theory. Four groups of students were identified with similar needs and motivations, each engaged at different levels according to the nature of the tasks, interaction with peers and educators, and personal expectations. Results reveal that, even in a supposedly fun and innovative context, the relationship between the object of the activity and the students' needs is crucial to promote engagement and learning. Identifying and taking into account students' needs and expectations is reinforced as an indispensable step in educational interventions.

      PubDate: 2017-10-03T18:41:37Z
       
  • Implementation fidelity in computerised assessment of book reading
    • Abstract: Publication date: January 2018
      Source:Computers & Education, Volume 116
      Author(s): Keith Topping
      Measuring the implementation fidelity (IF) or integrity of interventions is extremely important, since without it a positive or negative outcome cannot be interpreted. However, IF is actually measured relatively rarely. Direct and indirect methods of measurement have been used in the past, but tend to over-emphasize teacher behaviour. This paper focuses on student behaviour collated through computers - an interesting alternative. It deals with the reading of real books and reading achievement, for which variables a very large amount of computerised data was available – on 852,295 students in 3243 schools. Reading achievement was measured pre-post with STAR Reading, a computerised item-banked adaptive norm-referenced test of reading comprehension. IF came from the Accelerated Reader (AR), which measures understanding of independent reading of real books the student has chosen by a quiz. Results showed higher IF was related to higher achievement. Neither IF nor reading achievement related to socio-economic status. Primary (elementary) schools had higher IF and achievement than secondary (high) schools. Females had higher IF and achievement than males. Students of higher reading ability implemented AR at a higher level, but did not gain in reading at a higher level. However, this computerised method of measuring IF with book reading showed limited reliability, no greater than methods emphasising teacher behaviour. In future, IF measures emphasising student response and those emphasising teacher behaviour need to be blended, although the latter will never generate the sample size of the former. This may be true of implementation fidelity in areas other than book reading.

      PubDate: 2017-10-03T18:41:37Z
       
  • Anonymous versus identified peer assessment via a Facebook-based learning
           application: Effects on quality of peer feedback, perceived learning,
           perceived fairness, and attitude toward the system
    • Abstract: Publication date: January 2018
      Source:Computers & Education, Volume 116
      Author(s): Guan-Yu Lin
      This study investigated online peer assessment within a Facebook-based learning application, with a focus on the effects of anonymity. First, it examined anonymity's effects on the distributions of affective, cognitive, and meta-cognitive peer feedback. Second, it looked at the effects of anonymity on learners' perceived learning, their perceptions of whether peer assessment was fair, and their attitudes toward the system. The study's two-group experimental design randomly assigned 32 pre-service teachers either to an identifiable condition (with the assessors' full real names attached), or an anonymous condition; and both groups were asked to provide written comments on five assessees' microteaching performance based on videos of their teaching. The results indicated that the anonymous group provided significantly more cognitive feedback (i.e., vague suggestions, the “extension” type of explicit suggestions for improvement), whereas the identifiable group offered more affective feedback (i.e., supporting, opposing) and more metacogntive feedback (i.e., reflective comments). The anonymous group also perceived that they had learned more from peer assessment and had more positive attitudes toward the system, but they also perceived peer comments as being less fair than the identifiable group did. The findings provide important evidence for the cognitive and pedagogical benefits of anonymity in online peer assessment among pre-service teachers.

      PubDate: 2017-09-26T10:40:32Z
       
  • The NISPI framework: Analysing collaborative problem-solving from
           students' physical interactions
    • Abstract: Publication date: January 2018
      Source:Computers & Education, Volume 116
      Author(s): Mutlu Cukurova, Rose Luckin, Eva Millán, Manolis Mavrikis
      Collaborative problem-solving (CPS) is a fundamental skill for success in modern societies, and part of many common constructivist teaching approaches. However, its effective implementation and evaluation in both digital and physical learning environments are challenging for educators. This paper presents an original method for identifying differences in students' CPS behaviours when they are taking part in face-to-face practice-based learning (PBL). The dataset is based on high school and university students' hand position and head direction data, which can be automated deploying existing multimodal learning analytics systems. The framework uses Nonverbal Indexes of Students' Physical Interactivity (NISPI) to interpret the key parameters of students' CPS competence. The results show that the NISPI framework can be used to judge students' CPS competence levels accurately based on their non-verbal behaviour data. The findings have significant implications for design, research and development of educational technology.

      PubDate: 2017-09-26T10:40:32Z
       
  • Collaborative agile learning in online environments: Strategies for
           improving team regulation and project management
    • Abstract: Publication date: January 2018
      Source:Computers & Education, Volume 116
      Author(s): Ingrid Noguera, Ana-Elena Guerrero-Roldán, Ricard Masó
      Unsatisfactory prior experiences in collaborative learning influence students' predisposition towards team-based learning activities. Incorporating strategies for helping teams to effectively regulate group work and enhance planning processes may result in an increase in students' engagement with learning activities and collaborative processes. Taking into account the benefits of the agile method for teamwork organisation, this study sought to analyse the usefulness of agile strategies for team regulation and project management in online higher education. An iterative process of course redesign was conducted in the context of an undergraduate project-based learning course during two consecutive semesters. The new design was piloted and evaluated based on the students' and teacher's views and the learning outcomes. A total of 114 students were surveyed about their satisfaction with the course and their perception of the usefulness of the method. Two interviews were conducted to collect the teacher's opinions. The results of the study indicate that agile strategies are useful for improving students' online project management and collaboration. Nevertheless, no significant impact has been observed in students' satisfaction nor in the overall learning outcomes.

      PubDate: 2017-09-26T10:40:32Z
       
  • Testing a path-analytic model of adult dropout in online degree programs
    • Abstract: Publication date: January 2018
      Source:Computers & Education, Volume 116
      Author(s): Hee Jun Choi, Ji-Hye Park
      Using large samples from multiple online degree programs, this study aimed to empirically identify the direct and indirect relationships between major adult dropout factors (i.e., basic scholastic aptitude, physical constraints, interaction with course content, satisfaction, and GPA) and provide educational practitioners with insights that will enable them to indirectly handle uncontrollable adult dropout factors based on the empirical evidence. To achieve these purposes, we formulated and empirically tested a hypothesized path model encompassing multiple hypotheses derived from related literature. We found that the physical constraints variable has statistically significant direct and indirect relationships through interactions with course content, satisfaction, and GPA with adult students’ dropout decisions, and the basic scholastic aptitude variable has an indirect relationship with dropout decisions through interactions with course content and GPA. This paper concludes by discussing the implications of our findings for educational practitioners in online degree programs.

      PubDate: 2017-09-26T10:40:32Z
       
  • Educational apps from the Android Google Play for Greek preschoolers: A
           systematic review
    • Abstract: Publication date: January 2018
      Source:Computers & Education, Volume 116
      Author(s): Stamatios Papadakis, Michail Kalogiannakis, Nicholas Zaranis
      In the seven years since the introduction of the tablet (Apple iPad) in 2010, the use of software for smart mobile devices has grown rapidly in popularity and has become a hotly debated issue in the field of education and child development. However, the rise in popularity of mobile applications (apps) mainly addressed to young children is not in line with a corresponding increase in their quality, as there is conflicting evidence about the real value and suitability of educational apps. The purpose of this study was to examine whether self-proclaimed educational apps for Greek preschoolers have been designed in accordance with developmentally appropriate standards to contribute to the social, emotional and cognitive development of children in formal and informal learning environments. The study results were discouraging. The majority of the apps aimed to teach children the basics about numbers and letters. Overall, they were drill-and-practice-style, based on a low level of thinking skills, thereby promoting rote learning, and were unable to contribute to a deeper conceptual understanding of certain concepts.

      PubDate: 2017-09-26T10:40:32Z
       
  • Combining e-books with mind mapping in a reciprocal teaching strategy for
           a classical Chinese course
    • Abstract: Publication date: January 2018
      Source:Computers & Education, Volume 116
      Author(s): Ting-Ting Wu, An-Chi Chen
      Chinese texts contain the essence of traditional Chinese culture and humanistic spirit, although they are obscure and difficult to understand. The integration of e-books into language learning can play a positive role and improve reading comprehension because of the diversified support tools and features of multimedia interaction in e-books. Therefore, this study investigated the teaching of classical Chinese with a combination of e-books, reciprocal teaching, and mind mapping; the effects of this approach on reading comprehension and knowledge sharing were explored. The sample consisted of two tenth-grade classes of a vocational school. Both groups received the reciprocal teaching strategy with mind mapping. The control group received traditional paper books; the experimental group received e-books. Quantitative and qualitative analyses were used in this study. The results were as follows. (1) Classical Chinese reading comprehension aspect: The experimental group performed more satisfactorily than did the control group, indicating that the integration of the e-book resulted in this measurable improvement by enhancing learners’ reading comprehension. (2) Knowledge sharing aspect: The pretest and posttest scores significantly differed between the experimental and control groups, indicating that diversified support tools can promote knowledge sharing. (3) Mind-mapping aspect: the scores of the whole structure (color and image), association skills, and the contents of the articles were more satisfactory in the experimental group than in the control group. (4) Learners had a positive attitude toward the combination of e-books, reciprocal teaching, and mind mapping.

      PubDate: 2017-09-20T03:55:20Z
       
  • Learning symbols from permanent and transient visual presentations: Don't
           overplay the hand
    • Abstract: Publication date: January 2018
      Source:Computers & Education, Volume 116
      Author(s): Juan C. Castro-Alonso, Paul Ayres, Mona Wong, Fred Paas
      Instructional dynamic pictures (animations and videos) contain transient visual information. Consequently, when learning from dynamic pictures, students must process in working memory the current images while trying to remember the images that left the screen. This additional activity in working memory may lead dynamic pictures to be less suitable instructional materials than comparable static pictures, which are more permanent. In order to directly show the influence of transient visual information on dynamic learning environments, we designed a well-matched comparison between a permanent and a transient presentation of an abstract-symbol memory task on the computer. In the task, 104 university students (50% females) had to memorize the type, color, and position of the symbols in a rectangular configuration. In addition, an embodied cognition factor was included where the symbols in the task were either shown with a precision grasping static hand or not. We also assessed how individual characteristics (spatial ability, spatial memory span, and gender) influenced performance. Results showed that (a) permanent outperformed transient presentations, (b) observing hands hindered learning, and (c) high spatial ability and high spatial memory span were beneficial, but gender did not affect performance.

      PubDate: 2017-09-13T15:18:33Z
       
  • The effect of online argumentation of socio-scientific issues on students'
           scientific competencies and sustainability attitudes
    • Abstract: Publication date: January 2018
      Source:Computers & Education, Volume 116
      Author(s): Chun-Yen Tsai
      One focal point of science learning is to develop students' ability to actively participate in discussions of socio-scientific issues (SSIs) in their daily lives. This study proposed the SSIs-Online-Argumentation Pattern (SOAP) to develop a pedagogical strategy enabling students to participate in online argumentation of SSIs. Two quasi-experiments were conducted to investigate the variations in scientific competencies and sustainability attitudes of students following the SOAP strategy. The participants were 127 senior high school students and 68 undergraduates respectively. Students' scientific competencies and sustainability attitudes were assessed using quantitative methods. The results showed that the SOAP strategy led to differences in high school students' scientific competencies. The mean scientific competency of the experimental group was higher than that of the comparison group in the post-test and in the delayed test. Specifically, for the constructs ‘identifying scientific issues’ and ‘using scientific evidence’, the difference between the two groups did not reach significance in the post-test and in the delayed test. The results showed that the SOAP strategy resulted in differences in undergraduates' sustainability attitudes. In the post-test, the mean sustainability attitude of the experimental group was higher than that of the comparison group. Specifically, for the constructs of ‘economic’ aspect, the post-test difference between the two groups did not reach significance. Finally, this research proposed suggestions and implications for future studies related to SSIs and science education.

      PubDate: 2017-09-13T15:18:33Z
       
  • Effect of augmented reality game Pokémon GO on cognitive performance and
           emotional intelligence in adolescent young
    • Abstract: Publication date: January 2018
      Source:Computers & Education, Volume 116
      Author(s): Alberto Ruiz-Ariza, Rafael Antonio Casuso, Sara Suarez-Manzano, Emilio J. Martínez-López
      The main aim was to analyse the effect of 8 weeks of Pokémon GO on cognitive performance (memory, selective attention, concentration, mathematical calculation and linguistic reasoning) and emotional intelligence (well-being, self-control, emotionality and sociability) in Spanish adolescents between 12 and 15 years. A longitudinal design was used, with a Control Group (n = 103) that did not use Pokémon GO, and Experimental Group (n = 87) that used Pokémon GO during 8 weeks. Age, sex, BMI, maternal educational level, number of computers at home and moderate to vigorous physical activity (MVPA) were used as confounders. Results showed that players walked 54 km and spent 40 min/day playing in this period. Boys played more, won more points and reached a higher level in the game than girls. The players playing Pokémon GO significantly increased their selective attention (p = 0.003), concentration levels (p < 0.001), and sociability levels (p = 0.003) against their peers. It is concluded that Pokémon GO increases, in a playful way, the amount of daily exercise in adolescents, could positively affect their cognitive performance, and improve the social relationships. Further studies are required to perform comparisons between single and collaborative play and to identify the pedagogical benefits through some subjects such as Physical Education.

      PubDate: 2017-09-13T15:18:33Z
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
Home (Search)
Subjects A-Z
Publishers A-Z
Customise
APIs
Your IP address: 54.226.179.247
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-2016