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  Subjects -> EDUCATION (Total: 1719 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (22 journals)
    - EDUCATION (1434 journals)
    - HIGHER EDUCATION (115 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (28 journals)
    - SCHOOL ORGANIZATION (12 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1434 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: 1)
(Pensamiento), (palabra) y obra     Open Access  
@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: 57)
Academic Psychiatry     Full-text available via subscription   (Followers: 22)
Academic Questions     Hybrid Journal   (Followers: 7)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 53)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 49)
Accounting & Finance     Hybrid Journal   (Followers: 45)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 14)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 3)
Across the Disciplines     Open Access   (Followers: 7)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 55)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 38)
Action Research     Hybrid Journal   (Followers: 38)
Active Learning in Higher Education     Hybrid Journal   (Followers: 236)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 11)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 143)
Adult Education Quarterly     Hybrid Journal   (Followers: 136)
Advanced Education     Open Access   (Followers: 4)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 22)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 5)
Africa Education Review     Partially Free   (Followers: 24)
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: 4)
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  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 18)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 11)
American Biology Teacher     Full-text available via subscription   (Followers: 12)
American Educational Research Journal     Hybrid Journal   (Followers: 137)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 28)
American Journal of Education     Full-text available via subscription   (Followers: 160)
American Journal of Educational Research     Open Access   (Followers: 53)
American Journal of Health Education     Hybrid Journal   (Followers: 26)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
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: 13)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 20)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 33)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 14)
Asia Pacific Education Review     Hybrid Journal   (Followers: 9)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 18)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 11)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 18)
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: 11)
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: 124)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 35)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Tajdid : Jurnal Ilmu Tarbiyah     Open Access   (Followers: 2)
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 14)
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: 6)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 6)
Australian Educational Computing     Open Access  
Australian Educational Researcher     Hybrid Journal   (Followers: 19)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 12)
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: 30)
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: 398)
Australian Journal of Teacher Education     Open Access   (Followers: 21)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 2)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 2)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 3)
Autism     Hybrid Journal   (Followers: 187)
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: 4)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Berkeley Review of Education     Open Access   (Followers: 4)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     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: 42)
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: 166)
British Journal of Educational Studies     Hybrid Journal   (Followers: 150)
British Journal of Educational Technology     Hybrid Journal   (Followers: 125)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 45)
British Journal of Special Education     Hybrid Journal   (Followers: 38)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 11)
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: 98)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 8)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 13)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 5)
Canadian Journal of Higher Education     Open Access   (Followers: 23)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 14)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 9)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 18)
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: 14)
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: 2)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 24)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 15)
Children's Literature in Education     Hybrid Journal   (Followers: 8)
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: 9)
Cogent Education     Open Access   (Followers: 1)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 12)
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: 19)
Communication Methods and Measures     Hybrid Journal   (Followers: 11)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 8)
Community College Review     Hybrid Journal   (Followers: 7)
Community Development     Hybrid Journal   (Followers: 17)
Community Literacy Journal     Partially Free   (Followers: 2)
Comparative Education     Hybrid Journal   (Followers: 27)
Comparative Education Review     Full-text available via subscription   (Followers: 32)
Comparative Professional Pedagogy     Open Access   (Followers: 2)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 19)
Compass : Journal of Learning and Teaching     Open Access  

        1 2 3 4 5 6 7 8 | Last

Journal Cover Computers & Education
  [SJR: 3.143]   [H-I: 109]   [131 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0360-1315
   Published by Elsevier Homepage  [3043 journals]
  • Integrating ICT into teacher education programs from a TPACK perspective:
           Exploring perceptions of university lecturers
    • Abstract: Publication date: December 2017
      Source:Computers & Education, Volume 115
      Author(s): Vicente Chua Reyes, Christine Reading, Helen Doyle, Sue Gregory
      Three distinct clusters were identified from a survey study of a sample of 127 unit coordinators from a regional Australian University. The clusters emerged after a survey that explored perceptions of pedagogical practices that incorporated the use of Information Communication and Technology (ICT). The key components of the survey were based on seven constructs derived from the Technological Pedagogical and Content Knowledge (TPACK). For future investigations of TPACK application in university contexts, a three-cluster configuration of teacher-practitioners is proposed that requires empirical confirmation. Alongside the theorised clusters of university lecturers according to their perceived engagement with ICT, several layers of technology policy disconnect have also been discovered. The relevance of the findings of the inquiry and their implications on universities that conduct ICT intensive courses are also discussed, especially in relation to improving teaching practices.

      PubDate: 2017-08-03T07:05:10Z
       
  • Examining the effects of learner-learner interactions on satisfaction and
           learning in an online undergraduate course
    • Abstract: Publication date: December 2017
      Source:Computers & Education, Volume 115
      Author(s): Murat Kurucay, Fethi A. Inan
      The purpose of this study was to investigate the effects of learner-learner interactions on students' perceived learning, achievement, and satisfaction in an online undergraduate course. A quasi-experimental research design was conducted with 77 students registered into an online course. Two sections of the course were randomly assigned to control and treatment conditions. While students in the control group completed course assignments individually, students in the treatment group completed the assignments in small groups. The results of the study revealed that learner-learner interaction has a significant effect on students' achievement in an online course. Students working collaboratively achieved significantly higher than those working individually. Furthermore, students’ perceptions of online collaboration increased after being involved in online group activities.

      PubDate: 2017-08-03T07:05:10Z
       
  • Enjoyment or involvement' Affective-motivational mediation during
           learning from a complex computerized simulation
    • Abstract: Publication date: November 2017
      Source:Computers & Education, Volume 114
      Author(s): Cyril Brom, Filip Děchtěrenko, Nikola Frollová, Tereza Stárková, Edita Bromová, Sidney K. D’Mello
      There is increased interest in augmenting multimedia instructional materials to elevate learners’ positive affective-motivational states in order to improve learning. However, these efforts have only been partly successful and mediational effects of positive affective-motivational states have not always been established. In this study, university students (N = 65) from the Czech Republic, a country where beer brewing is a source of national pride, were informed that they would either study how to brew beer (high intrinsic motivation condition) or how to prepare a citrate substrate (low intrinsic motivation condition). The 90-min simulation environment used for learning was about beer brewing in both cases, with superficial changes to instructions and graphics to disguise the topic manipulation. Generalized positive affect, overall enjoyment, flow, and learning involvement were higher in the beer brewing condition (Cohen’s d = .44–.87) as were learning gains when measured immediately (retention: d = 0.48; transfer: d = 0.46) and a month later (retention: d = 0.66; transfer: d = 0.62). However, only learning involvement and flow positively mediated the influence of the topic manipulation on immediate learning outcomes; there were no mediation effects on delayed learning outcomes after co-varying out immediate learning. The findings corroborate results from extant studies on the importance of topic interest in learning from instructional texts. They also indicate that affective-motivational mediation is one, but not the only, mechanism by which topic-based intrinsic motivation manipulations influence learning and that induced positive affective-motivational states can be differentially related or unrelated to learning.

      PubDate: 2017-08-03T07:05:10Z
       
  • Technology usage in mathematics education research – A systematic
           review of recent trends
    • Abstract: Publication date: November 2017
      Source:Computers & Education, Volume 114
      Author(s): Aibhín Bray, Brendan Tangney
      There is a significant body of research relating to technology-enhanced mathematics education and the perceived potential of digital tools to enhance the learning experience. The aim of this research is to take a structured look at the types of empirical interventions ongoing in the field, and to attempt to classify and analyse the ways in which digital tools are being employed in such research. A systematic analysis of 139 recent, published studies of technology interventions in mathematics education, selected from in excess of 2000 potential studies, has been undertaken. A system of classification, developed as a part of this research, is used to categorise the digital tools, the pedagogical foundations and goals of the activities, and the levels of technology integration in the studies. Analysis of the results of this classification highlights a disparity between what is being researched in published empirical studies, and approaches that have been recognised as optimising the potential of technology to enhance mathematics education. Potential reasons for current trends are proposed and explored.

      PubDate: 2017-08-03T07:05:10Z
       
  • Learner profiles of attitudinal learning in a MOOC: An explanatory
           sequential mixed methods study
    • Abstract: Publication date: November 2017
      Source:Computers & Education, Volume 114
      Author(s): Sunnie Lee Watson, William R. Watson, Ji Hyun Yu, Hamdan Alamri, Chad Mueller
      The aims of the study were to investigate learner profiles in a MOOC focused on attitudinal learning, Science of Happiness, based on learner self-assessment of “happiness” and relationships with demographics, attitudinal learning gains and preferred instructional activities. A sequential explanatory mixed methods design was used in the attitudinal learning survey. The survey assessed cognitive, affective, and behavioral learning, and was followed by interviews with 12 participants. Latent profile analysis identified two profiles based on the differences in the levels and trends of happiness reported by learners during the 10-week course. Results indicated that MOOC learners described different preferences for exploratory or instructor-directed instructional strategies. Identified implications for the instructional design of MOOCs for attitudinal learning included recognizing that MOOC learners often view MOOCs more as entertainment as opposed to formal education. Therefore, course length, pace, scope, and difficulty should be considered in this light. Furthermore, supporting varied learner goals and interests, and instructional preferences are important. Finally, special consideration must also be paid to the design and facilitation of course discussions.

      PubDate: 2017-08-03T07:05:10Z
       
  • Accessing online learning material: Quantitative behavior patterns and
           their effects on motivation and learning performance
    • Abstract: Publication date: November 2017
      Source:Computers & Education, Volume 114
      Author(s): Liang-Yi Li, Chin-Chung Tsai
      Accessing learning materials, that is, lecture slides, video lectures, shared assignments, and forum messages, is the most frequently performed online learning activity. However, students with different purposes, motivations, and preferences may exhibit different behaviors when accessing these materials. These different behaviors may further affect their learning performance. This study analyzed system logs recorded by a Learning Management System in which 59 computer science students participated in a blended learning course to learn mobile phone programming. The results revealed several significant findings. First, the students viewed the learning materials related to their classroom lectures (i.e., lecture slides and video lectures) for longer and more often than other learning materials (i.e., shared assignments and posted messages). Second, although the students spent a great deal of time viewing the online learning materials, most did not use annotation tools. Third, students’ viewing behaviors showed great variety and were clustered into three behavior patterns: “consistent use students” who intensively used all of the learning materials, “slide intensive use students” who intensively used the lecture slides, and “less use students” who infrequently used any learning material. These different behavior patterns were also associated with their motivation and learning performance. The results are discussed, and several suggestions for teachers, researchers, and system designers are proposed.

      PubDate: 2017-08-03T07:05:10Z
       
  • Enhancing nutrition-majored students’ reflective judgment through
           online collective reflection
    • Abstract: Publication date: November 2017
      Source:Computers & Education, Volume 114
      Author(s): Asta Y.Z. Lord, Ming-Puu Chen, Yu-Yao Cheng, Ku-Chou Tai, Wen-Harn Pan
      Reflective judgement is a critical capability for dietitians since they are often confronted with contradictory evidence and conflicting viewpoints. The lack of reflective judgment literature for nutrition education revealed an imperative need to find ways to enhance nutrition-majored students' reflective judgement. Thus, this study aimed to employ online reflection strategy to enhance nutrition-majored students' reflective judgment performance. One hundred and twenty nutrition-majored college juniors participated in the four-week experimental online reflective judgment learning activity. The independent variable was the type of online reflection strategy (the collective reflection using branched threading, the collective reflection using linear threading, and self-reflection) while the dependent variables included reflective judgement performance and participants' perceived learning. The results indicated that all of the three online reflection strategies promoted learners’ reflective judgment performance equally with an increment of 0.75 stage. Participants showed positive perceptions toward reflective judgement learning. Further research is needed to better understand the long-term impact of the online collective reflection strategies in the real-world practice of dietetics.

      PubDate: 2017-08-03T07:05:10Z
       
  • Digital games-based learning for children with dyslexia: A social
           constructivist perspective on engagement and learning during group
           game-play
    • Abstract: Publication date: November 2017
      Source:Computers & Education, Volume 114
      Author(s): Asimina Vasalou, Rilla Khaled, Wayne Holmes, Daniel Gooch
      Taking a process-orientated, social constructivist lens, we examine the case of a digital game called Words Matter. The game was designed for children with dyslexia and was informed by principles from casual games and evidence-based practice from special education. Focusing on the game play of two groups of children, we employ a systematic thematic analytic approach on videos of children's verbal and non-verbal interaction triangulated with their game logs, concentrating on the nature of student-student as well as student-tutor social interactions. Our findings show that children spontaneously engage in ‘game talk’ regarding game performance, content, actions and experiences. While this game talk facilitates a strong sense of social engagement and playfulness, it also caters to a variety of new opportunities for learning by sparking tutor and student-initiated interventions. Alongside its social theoretical lens on digital games-based learning, the paper analyses game-based social interactions in tandem with game design decisions enabling additional implications to be drawn for pedagogical practice and game design.

      PubDate: 2017-07-23T05:10:19Z
       
  • Reconsidering the voice effect when learning from a virtual human
    • Abstract: Publication date: November 2017
      Source:Computers & Education, Volume 114
      Author(s): Scotty D. Craig, Noah L. Schroeder
      The current paper investigates an essential design component of virtual humans, the voice they communicate with, by examining the impact of varied voice types. A standard voice effect has held that human voices should be paired with virtual humans. The current study revisits this effect. In a randomized trial, virtual humans used one of three voice types (classic and modern text-to-speech engines, as well as human voice) to present information to a sample of participants from an online population. The impact of each voice type on learning, cognitive load, and perceptions of the virtual human were examined. The study found that the modern voice engine produced significantly more learning on transfer outcomes, had greater training efficiency, and was rated at the same level as an agent with a human voice for facilitating learning and credibility while outperforming the older speech engine. These results call into question previous results using older voice engines and the claims of the voice effect.

      PubDate: 2017-07-23T05:10:19Z
       
  • Training predictive L2 processing with a digital game: Prototype promotes
           acquisition of anticipatory use of tone-suffix associations
    • Abstract: Publication date: November 2017
      Source:Computers & Education, Volume 114
      Author(s): Andrea Schremm, Anna Hed, Merle Horne, Mikael Roll
      The present article introduces the concept of an educational game application aimed at providing training in predictive second language (L2) processing. The prototype of the game, focusing on Swedish tone-suffix associations, was tested during a two-week-period, with L2 learners whose native language lacked the targeted anticipatory linguistic cue. Results indicated that the game successfully promoted the learning of a novel L2 predictive strategy, as reflected in a general increase in accuracy throughout the test period and a gradually faster performance of the predictive task. More time spent on the highest level of the game was associated with greater accuracy gains. Furthermore, results suggest that perceptual training provided by the prototype even leads to improved production of the tonal cue. Implementation of the presented game concept in the form of a platform game is also discussed.

      PubDate: 2017-07-23T05:10:19Z
       
  • An analysis of student collaborative problem solving activities mediated
           by collaborative simulations
    • Abstract: Publication date: November 2017
      Source:Computers & Education, Volume 114
      Author(s): Chia-Jung Chang, Ming-Hua Chang, Bing-Cheng Chiu, Chen-Chung Liu, Shih-Hsun Fan Chiang, Cai-Ting Wen, Fu-Kwun Hwang, Ying-Tien Wu, Po-Yao Chao, Chia-Hsi Lai, Su-Wen Wu, Chih-Kang Chang, Wenli Chen
      Collaborative problem solving (CPS) is considered as one of the core competencies of the 21st century. Collaborative simulations which allow multiple students to participate in CPS activities in a shared simulation session are now increasingly applied to better facilitate these activities. However, the literature has shown that students' collaboration often does not lead to an effective solution to problems. Guided by the PISA CPS framework, this study thus aimed to analyze students’ collaboration patterns and problem solving strategies in solving a physics problem, and to identify significant patterns which may lead to a successful or unsuccessful outcome. Multiple data sources including group discussions, problem solving activities in a collaborative simulation, and open-ended questionnaire feedback from 30 high school students were analyzed using the lag sequential analysis technique. It was found that collaborative simulation has the potential to help students situate their discussion in a joint concrete problem space, facilitating their formation of a path to solve the problem. More importantly, the results showed significant differences between the successful and unsuccessful groups in terms of their collaboration patterns and problem solving strategies. A considerable portion of the students could only apply an intuitive trial-and-error strategy, and failed to solve the problem in the end. These students showed an inability to monitor and analyze the problem solving process, and were unable to transform their discussion into an executable plan to solve the problem. Those students who applied analytical reasoning strategies were more likely to achieve a successful problem solving outcome. The implications for educational practice are discussed, and the directions for future studies addressed.

      PubDate: 2017-07-23T05:10:19Z
       
  • Editorial Board/Publication information
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113


      PubDate: 2017-07-23T05:10:19Z
       
  • Making versus observing manipulations of geometric properties of triangles
           to learn geometry using dynamic geometry software
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Sahar Bokosmaty, Myrto-Foteini Mavilidi, Fred Paas
      Human movement has been found to have positive effects on learning performance. This study examined the effects of using Dynamic Geometry Software (DGS) CABRI to manipulate geometric properties of triangles or observing those manipulations made by an instructor on learning geometric properties with DGS-CABRI. Participants were 60 year 5 students, who received instructions on geometric problems and were randomly assigned to three conditions: A condition in which they performed mouse movements to manipulate geometric properties of triangles, a condition in which they observed the teacher performing those manipulations, and a conventional condition in which they studied a static format of the learning materials without any manipulations. We hypothesized that learning conditions involving manipulations of geometric properties of triangles would result in lower cognitive load and higher performance on a retention and transfer test than the conventional condition. Moreover, we hypothesized that making manipulations of the geometric properties of triangles through mouse movements would be superior to observing those manipulations being made by an instructor in terms of cognitive load, retention- and transfer test performance. Whereas the first hypothesis was confirmed, the latter hypothesis was only confirmed for retention test performance. Possible implications for educational practice are discussed.

      PubDate: 2017-07-23T05:10:19Z
       
  • Towards teaching as design: Exploring the interplay between full-lifecycle
           learning design tooling and Teacher Professional Development
    • Abstract: Publication date: November 2017
      Source:Computers & Education, Volume 114
      Author(s): Juan I. Asensio-Pérez, Yannis Dimitriadis, Francesca Pozzi, Davinia Hernández-Leo, Luis P. Prieto, Donatella Persico, Sara L. Villagrá-Sobrino
      Recent research suggests that training teachers as learning designers helps promote technology-enhanced educational innovations. However, little attention has been paid so far to the interplay between the effectiveness of Teacher Professional Development (TPD) instructional models promoting the role of teachers as designers and the capabilities (and pitfalls) of the heterogeneous landscape of available Learning Design (LD) tooling employed to support such TPD. This paper describes a mixed method study that explores the use of a novel Integrated Learning Design Environment (ILDE) for supporting a TPD program on Information and Communication Technologies (ICT) and Collaborative Learning (CL). 36 Adult Education (AE) and Higher Education (HE) in-service teachers, with little experience on both CL and ICT integration, participated in a study encompassing training workshops and follow-up full-lifecycle learning design processes (from initial conceptualization to implementation with a total of 176 students). The findings from our interpretive study showcase the benefits (and required effort) derived from the use of an integrated platform that guides teachers along the main phases of the learning design process, and that automates certain technological setup tasks needed for the classroom enactment. The study also highlights the need for adaptation of the TPD instructional model to the learning curve associated to the LD tooling, and explores its impact on the attitude of teachers towards future adoption of LD practices.

      PubDate: 2017-07-09T13:20:38Z
       
  • Improving student relatedness through an online discussion intervention:
           The application of self-determination theory in synchronous hybrid
           programs
    • Abstract: Publication date: November 2017
      Source:Computers & Education, Volume 114
      Author(s): Nikolaus T. Butz, Robert H. Stupnisky
      Students' feelings of relatedness (i.e., feeling connected to others) are crucial for success in any learning environment; however, online courses often limit relatedness development, either by removing spontaneous interaction (e.g., asynchronous delivery) or by introducing seemingly incompatible online and on-campus factions (e.g., synchronous hybrid delivery). It was hypothesized that the strengths of one delivery mode could offset the weaknesses of the other. The purpose of this study was to implement and evaluate an online discussion board intervention designed to scaffold relatedness development. Deci and Ryan’s (1985) self-determination theory was adopted as the theoretical framework. Participants were 83 graduate students enrolled in synchronous hybrid Masters of Business Administration (MBA), Masters of Public Administration (MPA), and Masters of Aviation (MS-Avit) programs offered at a large midwestern research university. This study used a convergent parallel mixed methods approach (QUAN + qual = triangulation). The methods involved a pretest-posttest experimental design in which students were randomly assigned to either the experimental group, wherein they participated in the intervention, or the control group, wherein they attended classes without any auxiliary interactions. The results indicated that students who participated in the intervention improved their self-efficacy for developing relatedness with individuals who attended online. The qualitative analysis generated three key themes: relatedness beliefs, program delivery, and student-interface interaction. This study holds practical implications for online learning in that it explicated how a threaded discussion can be used to scaffold relatedness development. The theoretical implications of this study involved the substantiation of three key elements of SDT: the basic needs, the types of motivation, and the importance of contextual support.

      PubDate: 2017-07-09T13:20:38Z
       
  • Assistive technology interventions for adolescents and adults with
           learning disabilities: An evidence-based systematic review and
           meta-analysis
    • Abstract: Publication date: November 2017
      Source:Computers & Education, Volume 114
      Author(s): Bogi Perelmutter, Karla K. McGregor, Katherine R. Gordon
      Background An increasing amount of assistive technology interventions exist for adolescents and adults with learning disabilities, but there has been no systematic review of their effectiveness. Purpose Are assistive technology interventions effective in learning disabilities for participants ages 14 and up' How do these interventions affect the lived experience of users' We performed a systematic review of both qualitative and quantitative studies to answer these questions. Methods Using 5 search methods, we located 38 quantitative group-design and single-subject intervention studies, 5 survey studies and 13 qualitative studies. We sorted the group-design and single-subject studies into groups by intervention type and performed meta-analyses. We provided a narrative summary of survey and qualitative publications. We used a modified version of the Downs-Black checklist to assess study quality, where applicable. Results While assistive interventions proved overall beneficial, the most commonly used interventions were unexpectedly not the most effective. Interventions based on word processing, multimedia and hypertext proved the most effective, while smart pens and text-to-speech systems presented mixed results. Speech-to-text systems had a small positive effect. Participants had mixed emotions and attitudes about their assistive technology. Conclusions Assistive technology interventions can be helpful for adolescents and adults with learning disabilities, but interventions need to be carefully compared, and customized to the individual.

      PubDate: 2017-07-09T13:20:38Z
       
  • Reviews in instructional video
    • Abstract: Publication date: November 2017
      Source:Computers & Education, Volume 114
      Author(s): Hans van der Meij
      This study investigates the effectiveness of a video tutorial for software training whose construction was based on a combination of insights from multimedia learning and Demonstration-Based Training. In the videos, a model of task performance was enhanced with instructional features that were intended to be particularly effective insofar as they addressed four key processes in observational learning (i.e., attention, retention, reproduction and motivation). An experiment with two conditions was reported. The control condition consisted of only demonstration videos. The experimental condition included a review after task demonstration to provide additional support for retention. The videos taught Word formatting tasks. The 73 participants came from elementary and secondary school. During training, video playing was followed by task practice. After training, a post-test was administered. Engagement data showed that demonstration videos were played almost completely (93%). Reviews fared worse (32%). Motivation increased significantly with training regardless of condition. Task performance also increased significantly from pre-test (29%) to training (84%) and post-test (71%). In addition, results for performance during and after training were significantly better for the experimental condition than the control condition. The discussion argues that the demonstration videos provide a viable way to support task completion. To further improve learning, better understanding of learners' retention processes is needed.

      PubDate: 2017-07-09T13:20:38Z
       
  • Tablet-based cross-curricular maths vs. traditional maths classroom
           practice for higher-order learning outcomes
    • Abstract: Publication date: November 2017
      Source:Computers & Education, Volume 114
      Author(s): Marina Volk, Mara Cotič, Matej Zajc, Andreja Istenic Starcic
      This study examined the impact of tablet-based cross-curricular maths activities on the acquisition of higher-order learning outcomes over seven months in twelve third grade classrooms in Slovenia. In the experimental group (N = 124), classroom practice included tablet-based cross-curricular maths activities with post-participation testing to identify the effect on learning outcomes, and observations were conducted to identify the affordance and ergonomic characteristics of tablets for student learning. In the control group (N = 135) maths was taught as a discrete subject with traditional paper and pencil technology using manipulation of concrete objects. Groups were matched with respect to gender, ownership of a tablet computer and previous knowledge and understanding of maths. The instructional design of process-outcome strategies incorporated Bruner's (1966) three stage process with learning outcomes in the cognitive, affective-social and psychomotor domains. The affordance of tablet-based cross-curricular apps was examined with respect to domains of learning and ergonomics. The findings indicate that the tablet supported group had better outcomes, with a small effect size for conceptual knowledge (r = 0.10) and medium effect size for procedural knowledge (r = 0.33) and problem-solving abilities (r = 0.30). The authors therefore argue for the introduction of tablets in schools because their multi-sensory human-computer touch interaction provides interactive manipulatives supporting transition between representations on the concrete, visual and abstract level. The authors concluded that in cross-curricular maths teaching, tablets offers efficient use of resources from different subjects and multiple representations which facilitate learning outcomes in the cognitive, affective-social and psychomotor learning domains.
      Graphical abstract image

      PubDate: 2017-06-29T02:43:36Z
       
  • Pre-test influences on the effectiveness of digital-game based learning: A
           case study of a fire safety game
    • Abstract: Publication date: November 2017
      Source:Computers & Education, Volume 114
      Author(s): Anissa All, Barbara Plovie, Elena Patricia Nuñez Castellar, Jan Van Looy
      In recent years, critiques have been formulated regarding current evaluation methods of digital game-based learning (DGBL) effectiveness, raising doubt with regard to the validity of certain results. A major issue of contention is whether or not a pre-test should be administered, gauging for baseline measures of knowledge that are targeted using an educational intervention. The present study aims to explore the advantages and disadvantages of adding a pre-test in DGBL effectiveness research. For this purpose, an effectiveness study of a fire safety training in a hospital was conducted using a Solomon four-group design. The experimental groups received a game-based intervention (N = 65) of which one group received a pre- and a post-test (n = 3 4) and one group only received a post-test (n = 31). The control groups received traditional classroom instruction (n = 68), of which one group received a pre-and a post-test (n = 39) and one group only received a post-test (n = 29). No main effect of testing was found. However, an interaction effect between pre-test and intervention was detected. Subjects who have received a pre-test in this group score significantly higher (p < 0.05) on the post-test than subjects in the traditional classroom group who did not receive a pre-test. This was not the case in the game group. When the administration of a pre-test influences the control group's receptivity to the intervention, but not that of the experimental group, results of an effectiveness study may be biased. Hence comparison of post-test scores of different treatments in pre-test/post-test designs may be problematic. This is an important finding in the context of DGBL effectiveness research as the presence of a pre-test may artificially inflate the learning outcomes of the control condition. Therefore, further research should take this into account and look for possible solutions to solve this discrepancy. However, in the present study, we were able to show that the game was highly effective, as both game groups still outperformed the slide-based group that received a pre-test. The Solomon four group design has thus shown its added value and more effectiveness studies on DGBL implementing this design are required in order to further validate these results.

      PubDate: 2017-06-29T02:43:36Z
       
  • RDU Model dedicated to evaluate needed counsels for Serious Game projects
    • Abstract: Publication date: November 2017
      Source:Computers & Education, Volume 114
      Author(s): Julian Alvarez, Jean-Yves Plantec, Mathieu Vermeulen, Christophe Kolski
      This paper aims at identifying the counsels that are necessary to achieve the Realization, Dissemination and Use of a Serious Game. In our opinion, these counsels are an additional facet for all Serious Game projects in order to target their ownership adoption and appropriate use (as intended by its designers) in a dedicated ecosystem (School, Hospital …). We propose to classify all these counsels in three main categories: R for Realization, D for Dissemination, and U for Use. By this way, we obtain a model named RDU. In a second step, we explain in detail the methodologies used to identify the fifteen counsels of the RDU model by using seven examples of Serious Games projects taken from a collection of 150.

      PubDate: 2017-06-29T02:43:36Z
       
  • Teachers in school-based technology innovations: A typology of their
           beliefs on teaching and technology
    • Abstract: Publication date: November 2017
      Source:Computers & Education, Volume 114
      Author(s): Wilfried Admiraal, Monika Louws, Ditte Lockhorst, Tineke Paas, Michael Buynsters, Amina Cviko, Caressa Janssen, Mario de Jonge, Suzan Nouwens, Lysanne Post, Frauke van der Ven, Liesbeth Kester
      In many innovations in technology and education in secondary schools, teachers are the crucial agents of these innovations. To select, match and support groups of teachers for particular school projects, school principals could be supported with insights into teachers’ beliefs about teaching, learning and technology. A teacher typology has been developed based on an online questionnaire completed by 1602 teachers from 59 Dutch secondary schools. Teachers are grouped on the basis of their beliefs about learned-centered teaching and attitudes towards technology, which underlie the school innovations that form the context of the current research. Five teacher types are distinguished: 1) Learner-centered teachers with technology, 2) Teachers critical of technology use in school, 3) Teachers uncomfortable with technology, 4) Teachers uneasy with learned-centered teaching and 5) Teachers critical of a clear-cut stance. This classification of teachers into these five types could be used to select or match the right group of teachers to a particular intervention or to organize different professional development activities for different types of school teachers.

      PubDate: 2017-06-29T02:43:36Z
       
  • Thou shall not try to speak in the Facebook language: Students'
           perspectives regarding using Facebook for chemistry learning
    • Abstract: Publication date: November 2017
      Source:Computers & Education, Volume 114
      Author(s): Shelley Rap, Ron Blonder
      Facebook is the most commonly used Social Network Site (SNS) in the world. In this paper we explore students' attitudes towards the use of SNSs as a platform for learning chemistry and provide recommendations based on students' preferences regarding what should be done in the Facebook groups and what the teachers should not do (Thou shall nots) in an educational Facebook group with their students. We evaluated the extent to which students use SNSs in general and their attitudes toward the presence of a medium for learning chemistry in their SNS in particular. We found that the active Facebook groups for learning chemistry are perceived overall as a contributing experience for students' learning, and there was a positive correlation between the chemistry learning activity in the groups and the attitudes of students toward using Facebook groups for learning chemistry. Both parameters have gradually increased over the two-year study period.

      PubDate: 2017-06-29T02:43:36Z
       
  • Online social adaptation of first-year students and their academic
           performance
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Alexander Krasilnikov, Anna Smirnova
      This study investigates factors related to the social adaptation of first-year students. The sample consists of 68 students at a Russian university. The influences of the students' individual characteristics and basic social network indicators from the social networking site Vk.com on their grades were tested using ordinal logistic regression. A higher integration level at the beginning of the semester did not benefit students in terms of performance; however, in the middle of the semester, it was positively related to the students’ grades. Individual characteristics, such as the city of origin and academic abilities, were also significant predictors of academic outcomes.

      PubDate: 2017-06-29T02:43:36Z
       
  • Why attend to source information when reading online' The perspective
           of ninth grade students from two different countries
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Johanna Paul, Mônica Macedo-Rouet, Jean-François Rouet, Marc Stadtler
      Although information on the Web notoriously involves reliable and less reliable sources, research has found that middle school students hardly ever attend to source information (e.g., author, date of publication) while reading online. Nonetheless, studies show that students are able to evaluate source information and understand how this can inform the interpretation of a document's content and inform validity judgments (‘source knowledge’). We attempted to explain the gap between students' source knowledge and their low use of source information by interviewing 44 9th graders from Germany and France about their source knowledge and the conditions under which they do or do not apply it. Results suggest that students possess source knowledge and that its application is determined by multiple variables. Students mention reader variables such as motivation and a strong focus on content. Moreover, they refer to contextual variables such as external prompting and reinforcement. They also mention text-related variables such as the perceptual salience of source information. It is concluded that future research might benefit from considering these factors when designing instructional interventions to promote students' critical reading on the Internet.

      PubDate: 2017-06-29T02:43:36Z
       
  • Moving beyond the study of gender differences: An analysis of measurement
           invariance and differential item functioning of an ICT literacy scale
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Ove E. Hatlevik, Ronny Scherer, Knut-Andreas Christophersen
      Crafting a validity argument is crucial for the development of any assessment of ICT literacy. In about the context of studying gender differences in ICT literacy, it has therefore become essential to ensure that gender differences are not due to the existence of measurement bias, which might indicate that an assessment instrument used to measure ICT literacy operates differently for girls and boys. Hence, researchers need to gather evidence on the validity of such gender comparisons. The present study follows this line of research by investigating the overall measurement invariance at the construct level and the differential functioning of items across gender of an ICT literacy test. Based on the data obtained from a random sample of 919 Norwegian lower secondary school students (468 girls), multi-group confirmatory factor analysis showed that the test was invariant to a sufficient degree, and girls outperformed boys in the overall test score (β = 0.35, p < 0.001). Yet, differential item functioning existed for selected items. These results highlight the importance of testing for measurement invariance and differential item functioning that goes beyond the mere description of gender differences. Moreover, attention is brought back to the validity of ICT literacy assessments, and ways to improve these assessments are discussed.

      PubDate: 2017-06-15T21:06:05Z
       
  • Customizing scaffolds for game-based learning in physics: Impacts on
           knowledge acquisition and game design creativity
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Gloria Yi-Ming Kao, Chieh-Han Chiang, Chuen-Tsai Sun
      Scaffolds in games have the potential to facilitate learning effects in addition to assisting the gaming process. However, studies on game-based science learning usually only adopt questionnaires to evaluate scientific concepts, and use interviews or observations to assess problem solving ability, neglecting the importance of investigating game-making outcomes. We customized a digital game, “Crayon Physics Deluxe,” with varied scaffolding designs to evaluate their effects on science learning. A total of 126 participants were divided into four groups: demonstration scaffolding, non-scaffolding, marking critical features scaffolding, and the no-game group. Learning outcomes were examined in terms of physics knowledge acquisition (in the form of concept maps) and design creativity (in the form of game episode designs). Students were asked to transform their roles from problem solvers to problem designers, which might not only demonstrate their ability to solve scientific problems, but also develop their creativity potential in designing scientific puzzles. The results indicated that the marking critical features scaffolding group performed significantly better than the demonstration scaffolding group in both conceptual knowledge acquisition and the sensitivity dimension of design creativity, while the group with demonstration scaffolding scored higher in the flexibility dimension of design creativity. These findings suggest that proper scaffolds could be designed to function as learning scaffolds rather than just as gaming scaffolds, and different learning purposes require various scaffolding designs. The content of the scaffolds, as well as the timing of their provision should be carefully designed according to the game features to achieve specific instructional purposes.
      Graphical abstract image

      PubDate: 2017-06-15T21:06:05Z
       
  • Exploring the effectiveness of integrating augmented reality-based
           materials to support writing activities
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Yi-Hsuan Wang
      In this study, whether using Augment Reality (AR)-based learning materials could benefit high school students in the process of Chinese writing was explored, along with the pros and cons of using AR for acquiring Chinese writing skills. In order to reduce the gap between the designers and practitioner teachers, Chinese instructors were invited to co-design the AR-based writing materials to achieve the integration of learners, teachers and educational system technology developers in a collaborative process. The AR-based writing support system was provided to a total of 30 twelfth-grade students who participated in the experiment. The students in the experimental group participated in the writing activity using both AR-based learning material and paper-based supports, while the control group worked with only paper-based writing support materials. The results revealed that the AR techniques helped the intermediate-level students the most in their writing performance of content control, article structure and wording. The students, especially the low-achievers, reflected that the functions of the AR system supported them to start writing the first paragraph more quickly, and enriched their ideas. A possible mode for integrating AR techniques in writing courses is proposed. This paper could serve as a reference for educators and learning technology researchers who wish to design AR-guided writing learning materials or courses with the goal of encouraging learners to experience the writing process in a variety of settings.

      PubDate: 2017-06-11T12:25:55Z
       
  • Analyzing undergraduate students' performance using educational data
           mining
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Raheela Asif, Agathe Merceron, Syed Abbas Ali, Najmi Ghani Haider
      The tremendous growth in electronic data of universities creates the need to have some meaningful information extracted from these large volumes of data. The advancement in the data mining field makes it possible to mine educational data in order to improve the quality of the educational processes. This study, thus, uses data mining methods to study the performance of undergraduate students. Two aspects of students' performance have been focused upon. First, predicting students' academic achievement at the end of a four-year study programme. Second, studying typical progressions and combining them with prediction results. Two important groups of students have been identified: the low and high achieving students. The results indicate that by focusing on a small number of courses that are indicators of particularly good or poor performance, it is possible to provide timely warning and support to low achieving students, and advice and opportunities to high performing students.

      PubDate: 2017-06-11T12:25:55Z
       
  • Serious games to teach social interactions and emotions to individuals
           with autism spectrum disorders (ASD)
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Charline Grossard, Ouriel Grynspan, Sylvie Serret, Anne-Lise Jouen, Kevin Bailly, David Cohen
      The use of information communication technologies (ICTs) in therapy offers new perspectives for treating many domains in individuals with autism spectrum disorders (ASD) because they can be used in many different ways and settings and they are attractive to the patients. We reviewed the available literature on serious games that are used to teach social interactions to individuals with ASD. After screening the Medline, Science Direct and ACM Digital Library databases, we found a total of 31 serious games: 16 that targeted emotion recognition or production and 15 that targeted social skills. There was a significant correlation between the number of reports per year and the year of publication. Serious games appeared promising because they can support training on many different skills and they favour interactions in diverse contexts and situations, some of which may resemble real life. However, the currently available serious games exhibit some limitations: (i) most of them are developed for High-Functioning individuals; (ii) their clinical validation has rarely met the evidence-based medicine standards; (iii) the game design is not usually described; and, (iv) in many cases, the clinical validation and playability/game design are not compatible. Future research agendas should encompass (i) more robust studies in terms of methodology (large samples, control groups, longer treatment periods, follow-up to assess whether changes remain stable, etc.) to assess serious game efficacy; (ii) more collaboration between clinical and computer/game design experts; and (iii) more serious games that are adapted to Low-Functioning ASD individuals.

      PubDate: 2017-06-11T12:25:55Z
       
  • Data mining in educational technology classroom research: Can it make a
           contribution?
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Charoula Angeli, Sarah K. Howard, Jun Ma, Jie Yang, Paul A. Kirschner
      The paper addresses and explains some of the key questions about the use of data mining in educational technology classroom research. Two examples of use of data mining techniques, namely, association rules mining and fuzzy representations are presented, from a study conducted in Europe and another in Australia. Both of these studies examine student learning, behaviors, and experiences within computer-supported classroom activities. In the first study, the technique of association rules mining was used to understand better how learners with different cognitive types interacted with a simulation to solve a problem. Association rules mining was found to be a useful method for obtaining reliable data about learners' use of the simulation and their performance with it. The study illustrates how data mining can be used to advance educational software evaluation practices in the field of educational technology. In the second study, the technique of fuzzy representations was employed to inductively explore questionnaire data. The study provides a good example of how educational technologists can use data mining for guiding and monitoring school-based technology integration efforts. Based on the outcomes, the implications of the study are discussed in terms of the need to develop educational data mining tools that can display results, information, explanations, comments, and recommendations in meaningful ways to non-expert users in data mining. Lastly, issues related to data privacy are addressed.

      PubDate: 2017-06-11T12:25:55Z
       
  • Editorial Board/Publication information
    • Abstract: Publication date: September 2017
      Source:Computers & Education, Volume 112


      PubDate: 2017-06-11T12:25:55Z
       
  • The roles of learning strategies and motivation in online language
           learning: A structural equation modeling analysis
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Chin-Hsi Lin, Yining Zhang, Binbin Zheng
      Students' active regulation of learning, through being motivated and a variety of cognitive and metacognitive strategies, is crucial to their online learning success. Despite the large numbers enrolled in online language courses, very little is known about students' motivation and strategy use in these learning environments, or how they may affect their online learning outcomes. This study helps fill this gap by examining students' motivation and learning-strategy use across a number of online language courses, and investigating the role of motivation and such strategies within the framework of self-regulated learning. Based on data about online language-learning strategies collected from 466 high-school-level online language students in a Midwestern virtual school, our findings indicated that online learning strategies operated at a moderate level in the process of foreign language-learning. Further analysis using structural equation modeling revealed that the use of online learning strategies predicted students’ online learning outcomes.

      PubDate: 2017-06-06T16:51:27Z
       
  • Video games can develop graduate skills in higher education students: A
           randomised trial
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Matthew Barr
      This study measured the effects of playing commercial video games on the development of the desirable skills and competences sometimes referred to as ‘graduate attributes’. Undergraduate students in the Arts and Humanities were randomly assigned to either an intervention or a control group. Previously validated, self-report instruments to measure adaptability, resourcefulness and communication skill were administered to both groups. The intervention group played specified video games under controlled conditions over an eight week period. A large effect size was observed with mean score change 1.1, 1.15, and 0.9 standard deviations more positive in the intervention group than the control on the communication, adaptability, and resourcefulness scales respectively (p = 0.004, p = 0.002, and p = 0.013 for differences in groups by unpaired t-test). The large effect size and statistical significance of these results support the hypothesis that playing video games can improve self-reported graduate skills. The findings suggest that such game-based learning interventions have a role to play in higher education.

      PubDate: 2017-06-06T16:51:27Z
       
  • Seeing the instructor's face and gaze in demonstration video examples
           affects attention allocation but not learning
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Margot van Wermeskerken, Tamara van Gog
      Although the use of video examples in which an instructor demonstrates how to perform a task has become widespread in online and blended education, specific guidelines for designing such examples to optimize learning are scarce. One design question concerns the presence of the instructor or the instructor's face in the video; because faces attract attention, this might hinder learning by drawing students' attention away from the demonstration. Yet, a recent study suggested that seeing the instructor's face in demonstration video examples may help learning, presumably because the instructor's gaze offers guidance as to what s/he is attending to, which may allow anticipating what s/he is going to do. Using a different task, the main aim of the present study was to see if we could replicate this finding by comparing learning outcomes after observing video examples in which the instructor's face was not visible, or was visible and offered gaze guidance. In addition, we aimed to explore whether the effect –assuming we replicated it– would indeed be due to gaze guidance; we therefore added a third, exploratory condition in which the instructor's face was visible but offered no gaze guidance (i.e., staring straight into the camera). Students' eye movements were recorded in all conditions. We did not replicate prior findings with regard to learning outcomes: learning was neither facilitated nor compromised when seeing the instructor's face. The eye movement data suggested that learners are able to efficiently distribute their attention between the instructor's face and the task he is demonstrating.

      PubDate: 2017-06-06T16:51:27Z
       
  • Understanding the role of user resistance on mobile learning usage among
           university students
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Hyo-Jung Kim, Jin-Myong Lee, Jong-Youn Rha
      This study examined the factors affecting university students' resistance and intention to use of mobile learning by developing an integrated research model that combines innovation diffusion theory (IDT) and model of innovation resistance (MIR). We added the concepts of inertia and innovativeness to shed light on the personal aspects of students' adoption of mobile learning. Data were collected from a self–administered online survey of South Korean university students (N = 493). Structural equation results revealed that relative advantage, complexity, and inertia had significant effects on students' mobile learning resistance, with inertia being the most significant. Relative advantage, innovativeness, and mobile learning resistance had significant effects on students’ intention to use mobile learning, with relative advantage being the most significant. Furthermore, mobile learning resistance was found to mediate the effects of relative advantage and complexity on intention to use mobile learning. The results provide valuable implications for researchers and educational practitioners to develop and implement appropriate strategies for mobile learning.

      PubDate: 2017-06-06T16:51:27Z
       
  • The effect of individualized digital practice at home on math
           
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Carla Haelermans, Joris Ghysels
      This paper analyses an experiment on the effect of an individualized, digital practice tool on numeracy skills for 337 seventh grade students. The first stage of the experiment shows that offering students the opportunity to practice numeracy digitally at home (intent-to-treat) leads to a substantial and significant increase in numeracy performance growth. The second stage reveals that the effectiveness of the tool mainly stems from its individualized nature. With good implementation prospects and relatively low costs, the consequences are discussed to be potentially large.

      PubDate: 2017-06-06T16:51:27Z
       
  • An examination of seven years of technology integration in Florida
           schools: Through the lens of the Levels of Digital Divide in Schools
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Tina N. Hohlfeld, Albert D. Ritzhaupt, Kara Dawson, Matthew L. Wilson
      The purpose of this longitudinal research is to document the Information and Communication Technology (ICT) integration patterns in the state of Florida in relation to the Socio-Economic Status (SES) and school type (Elementary, Middle, and High Schools). This research is characterized by the Levels of Digital Divide in Schools model presented by Hohlfeld, Ritzhaupt, Barron, and Kemker (2008). We use seven years of secondary data collected by the Florida Department of Education: Technology Resource Inventory (TRI), and the percentage of students on Free-and-Reduced Lunch as a proxy for SES. The current study uses descriptive statistics, internal consistency reliability, exploratory factor analysis, and longitudinal multi-level models to examine the trends in ICT integration in the state of Florida by SES (High and Low) in each school type (Elementary, Middle, and High) over the seven-year period. Our results suggest that Florida has improved on several indicators related to the digital divide; however, some important differences still exist. For instance, Low-SES students generally use software more for computer-directed activities such as drill and practice or remedial work, while their High-SES counterparts are using software more for student-controlled activities such as creating with or communicating through technology. We discuss our findings in relation to the three-level model presented by Hohlfeld et al. (2008) and make recommendations to relevant stakeholders within the community.

      PubDate: 2017-06-06T16:51:27Z
       
  • Influences of text difficulty and reading ability on learning illustrated
           science texts for children: An eye movement study
    • Abstract: Publication date: Available online 3 June 2017
      Source:Computers & Education
      Author(s): Yu-Cin Jian, Hwa-Wei Ko
      In this study, eye movement recordings and comprehension tests were used to investigate children's cognitive processes and comprehension when reading illustrated science texts. Ten-year-old children (N = 42) who were beginning to read to learn, with high and low reading ability read two illustrated science texts in Chinese (one medium-difficult article, one difficult article), and then answered questions that measured comprehension of textual and pictorial information as well as text-and-picture integration. The high-ability group outperformed the low-ability group on all questions. Eye movement analyses showed that both group of students spent roughly the same amount of time reading both articles, but had different methods of reading them. The low-ability group was inclined to read what seemed easier to them and read the text more. The high-ability group attended more to the difficult article and made an effort to integrate the textual and pictorial information. During a first-pass reading of the difficult article, high- but not low-ability readers returned to the previous paragraph. The low-ability readers spent more time reading the less difficult article and not the difficult one that required teachers' attention. Suggestions for classroom instruction are proposed accordingly.

      PubDate: 2017-06-06T16:51:27Z
       
  • Effects of eye movement modeling examples on adaptive expertise in medical
           image diagnosis
    • Abstract: Publication date: Available online 3 June 2017
      Source:Computers & Education
      Author(s): Andreas Gegenfurtner, Erno Lehtinen, Halszka Jarodzka, Roger Säljö
      Research indicates that expert performance is domain specific and hardly transfers to novel tasks or domains. However, due to technological changes in dynamic work settings, experts sometimes need to adapt and transfer their skills to new task affordances. The present mixed method study investigates whether eye movement modeling examples (EMME) can promote adaptive expertise in medical image diagnosis. Performance, eye tracking, and think-aloud protocol data were obtained from nine medical experts and fourteen medical students. Participants interpreted dynamic visualizations before (baseline) and after (retention, transfer) viewing an expert model's eye movements. Findings indicate that studying eye movement modeling examples had positive effects on performance, task-relevant fixations, and the use of cognitive and metacognitive comprehension strategies. Effects were stronger for the retention than for the transfer task. Medical experts benefitted more from the modeling examples than did medical students. Directions for future research and implications for related domains are discussed.

      PubDate: 2017-06-06T16:51:27Z
       
  • Digital Didactical Designs as research framework: iPad integration in
           Nordic schools
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Isa Jahnke, Peter Bergström, Eva Mårell-Olsson, Lars Häll, Swapna Kumar
      In this research, the design of teaching and learning with web-enabled technologies, such as iPads, in 64 one-to-one (1:1) Nordic classrooms was explored using the Digital Didactical Design (DDD) framework. DDD focuses on both teachers' activities and students’ learning activities in the classroom and how web-enabled technologies are integrated into teaching, learning, and assessment. Semi-structured classroom observations were conducted to investigate how teachers apply the elements of DDD in their classroom practice, and what kinds of learning they support. The analysis resulted in three clusters: Cluster A demonstrates integration and alignment toward meaningful learning; Cluster B shows the potential for deep learning but a semi-alignment of teaching, learning, assessment, roles, and technology; and Cluster C indicates non-integration of the five elements. The findings point out that tablet integration needs the alignment of all five DDD elements to achieve meaningful learning. Pedagogy has to evolve to include new uses of the technology: it is a co-evolutionary growth of the five DDD elements together. DDD can be used by teachers for planning, self-assessment or reflective collaboration with peers and by schools to plan, document, evaluate, and rethink the interwoven pedagogy-technology relationship in tablet classrooms.

      PubDate: 2017-05-31T20:00:16Z
       
  • Now I know how! The learning process of medication administration among
           nursing students with non-immersive desktop virtual reality simulation
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Ilana Dubovi, Sharona T. Levy, Efrat Dagan
      The purpose of this study was to create and explore an effective and accessible teaching method for the higher education of professionals requiring practical skills. We aimed to evaluate the effectiveness of our Pharmacology Inter-Leaved Learning Virtual Reality (PILL-VR) simulation when applied to nursing education, as a tool for learning medication administration procedures. A quasi-experimental pretest-intervention-posttest comparison group design was conducted based on quantitative analysis of questionnaires, video recordings and worksheets. Participants were nursing students who either learned medication administration processes with a PILL-VR simulation platform (experimental group; n = 82) or who learned with lecture-based curriculum (n = 47; comparison group). The results revealed significantly higher conceptual and procedural knowledge learning gains following activity with the PILL-VR simulation compared to studying via lecture-based curriculum. PILL-VR exposed the students to their own errors, allowing procedure rehearsal followed by constant feedback which is essential to skill acquisition. Although PILL-VR is based on a desktop system, it facilitated a strong sense of presence. A small positive correlation was found on questionnaire scores between the sense of presence, particularly the sense of control, and conceptual-procedural learning of medication administration. This indicates that by improving students' sense of control in the PILL-VR, the learning process can be improved. Hence, VR simulations may provide affordable and flexible access to practice necessary practical skills in higher education, which is crucial to developing students’ expertise.

      PubDate: 2017-05-31T20:00:16Z
       
  • Leaderboards within educational videogames: The impact of difficulty,
           effort and gameplay
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Steve Nebel, Sascha Schneider, Maik Beege, Günter Daniel Rey
      Although many of the existing educational videogames rely on leaderboard mechanisms, dedicated research on their effectiveness or how they should be implemented is missing. In this study, competitive effort, perceived difficulty and connected gameplay which are revealed to be core concepts of leaderboards, are manipulated to examine how leaderboards and competitive gameplay has to be designed to facilitate learning. Students had to play an educational videogame where players need to collect and retrieve information chunks about the function of power plants. They were randomly assigned to one cell of a 2 (low vs. high difficulty) x 2 (with or without penalties) between-subjects design. Data on retention knowledge, detail knowledge, learning efficiencies and goal orientations were collected. Results show that players with penalties scored higher on retention tests than players without penalties, whereas detail knowledge is enhanced by a low difficulty in contrast to a high difficulty. In addition, students with penalties learned and recalled the presented knowledge more efficient. An explorative analysis of goal orientations revealed influences of individual dispositions on affective responses and positive correlations with performance goals. The high dependence of learning outcomes on individual traits and gameplay characteristics demonstrates the need for more detailed research.

      PubDate: 2017-05-31T20:00:16Z
       
  • Skill assessment in learning experiences based on serious games: A
           Systematic Mapping Study
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Juan Antonio Caballero-Hernández, Manuel Palomo-Duarte, Juan Manuel Dodero
      Serious games are games with an educational purpose. In these games, players develop their skills by facing a number of challenges, and students are assessed according to their game playing behaviour. Assessment of serious game-based learning experiences has to take into account diverse features as game genre, pedagogical aim or game context. This paper analyses how skills are usually assessed in learning experiences based on serious games. To reach this objective, a systematic mapping study of more than 400 papers is undertaken. Papers were identified and classified according to a framework based on four categories: assessment aim, implementation, integration and primary assessment type. The reviewed literature mainly deals with contributions on methods and approaches for serious games. Results have revealed that most assessment methods are applied for a formative purpose more than for a certification purpose. Most frequent implementations such as game scoring and integrations like monitoring states were also uncovered. The main primary type of assessment detected was in-process. In addition, several limitations were found in the assessment methods: regarding the aim of assessment, certification of previous or attained skills was usually implemented out of the game; the scope of some implementations was limited because results were predefined earlier; and most of methods analysed present scalability issues because they rely on manual assessments. Such findings are analysed and discussed to clarify the state of the art and provide recommendations for further work in the area of serious games-based learning.

      PubDate: 2017-05-31T20:00:16Z
       
  • The relationship between gender and mobile technology use in collaborative
           learning settings: An empirical investigation
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Iris Reychav, Roger McHaney
      Mobile technology offers educators new potential for course and learning material construction. Empirical best practices research is scarce, particularly in secondary and higher education settings. This article provides a field experiment using a 2 (individual vs. group) x 2 (text vs. video) design in a secondary school context with students engaged in learning activities related to either text or video content on mobile devices. We structured material to benefit either individual or collaborative learning practices and examined gender as a critical factor to understand ways to improve teaching approaches. The study used an ANOVA with repeated measures to understand impacts of various attributes on outcomes such as material experience duration, perceived peer influenced learning, satisfaction, perceived understanding, and performance. This study provides empirical evidence in a mobile learning environment that suggests female students engaged in group learning modes, supported with video material, had different engagement patterns than male students. Females spent more time in the application consistent with earlier research suggesting females are more likely to use strategies such as active listening, asking questions, and soliciting input. In addition, female students engaged in group learning mode, supported with video material, had higher peer-influenced learning scores than male students. Holistically, this evidence supports the view that females use learning strategies that benefit from group learning and features provided by mobile technologies. The results help direct future research regarding design and implementation of learning in secondary school settings and may help remove gender disparities.

      PubDate: 2017-05-31T20:00:16Z
       
  • The role of cultural background in the personalization principle: Five
           experiments with Czech learners
    • Abstract: Publication date: September 2017
      Source:Computers & Education, Volume 112
      Author(s): Cyril Brom, Tereza Hannemann, Tereza Stárková, Edita Bromová, Filip Děchtěrenko
      Composing instructional texts in multimedia learning materials in a conversational style rather than a formal style can facilitate learning. We investigated whether a specific language/cultural background could present a boundary condition for this effect. In four experiments with a Czech sample (N = 278), we replicated a seminal experiment conducted on a US sample (with a short animation on the topic of lightning formation), which demonstrated a large effect size in favor of the instructional texts in the conversational style. In our four experiments, we varied between two types of audiences (a college and a high school audience) and two types of short animations (the original one and a complementary one). Instructional texts in a conversational style brought no overall advantage for the Czech audience (ηp 2 = .00; the high school audience: d = 0.48, 0.22; the college audience: d = −0.45, −0.04). Twenty-nine percent of participants who received the conversational instructional texts expressed explicit reservations regarding the style of the language. In the fifth supplementary experiment, Czech participants (N = 138) had to rate preferences on computer tutor’s printed statements. Direct rather than polite statements were preferred. Limited benefits of conversational/polite instructional texts for Czech learners are probably related to the generally more formal approach to education in the Czech Republic compared to the US schooling system. We also failed to find a link between several affective variables and learning outcomes; with the exception of a relationship of generalized positive affect, levels of flow and perceived difficulty to some of the learning outcomes.

      PubDate: 2017-05-16T23:09:19Z
       
  • Understanding science teachers' enactments of a computer-based inquiry
           curriculum
    • Abstract: Publication date: Available online 13 May 2017
      Source:Computers & Education
      Author(s): Su-Chi Fang, Ying-Shao Hsu
      In order to spread and encourage the use of innovative computer-based inquiry curricula in classrooms, it is fundamental to understand how teachers enact the curricula. It is also essential to study what kinds of teaching practices can enhance students' science learning. Based on a two-dimensional framework, the case study explored teachers' enactments of a computer-based inquiry unit on the topic of plate tectonics, and examined how the enactments might impact students' conceptual understanding and inquiry abilities. Two secondary teachers and a total of 62 students participated in the study. Data included students' performance during the unit, pre- and post-unit tests, videos of the lessons, and teacher interviews. The findings showed that during the unit, the two classes' performances were significantly different. The unit test results indicated that there were also significant differences in the conceptual item scores of the two classes, but not in the inquiry item scores. The video analysis showed that the two teachers had distinct enactments in terms of the cognitive and guidance dimensions. Both of the teachers' discourse was focused on the conceptual domain. However, the teaching strategies involved and the classroom social norms being shaped were diverse. Regarding the guidance dimension, one teacher provided a highly-structured, step-by-step approach in contrast with the other teacher's more freely–structured, segmented approach. By associating different teaching enactments with students' learning both during and after the unit, we discuss how the pedagogical features presented in the teacher enactments might contribute to students' conceptual and inquiry learning.

      PubDate: 2017-05-16T23:09:19Z
       
  • Analytics and patterns of knowledge creation: Experts at work in an online
           engineering community
    • Abstract: Publication date: September 2017
      Source:Computers & Education, Volume 112
      Author(s): Hon Jie Teo, Aditya Johri, Vinod Lohani
      Online learning communities have gained popularity amongst engineering learners who seek to build knowledge and share their expertise with others; yet to date, limited research has been devoted to the development of analytics for engineering communities. This is addressed through our study of an online engineering community that serves 31,219 engineering learners who contributed 503,908 messages in 65,209 topics. The guiding theoretical framework is the knowledge creation metaphor, which conceptualizes learning as a collaborative process of developing shared knowledge artifacts for the collective benefit of a community of learners. The aims of this study are twofold: (1) to analyze the state of knowledge creation in the community; and (2) to evaluate the strength of association between proposed analytics and variables indicative of knowledge creation in online environments. Findings suggest that the community is vibrant as a whole but also reveal disparity in participation at the individual level. At the topic-level, knowledge creation activities are strongly associated with Topic Length and moderately associated with Topic Duration. At the individual-level, participation in knowledge creation activities is strongly associated with Individual Total Interactions and weakly associated with Individual Total Membership Period. The implications of the findings are discussed and may provide guidance for educators seeking to adopt learning analytics in online communities.

      PubDate: 2017-05-12T06:24:34Z
       
  • On the quest for validity: Testing the factor structure and measurement
           invariance of the technology-dimensions in the Technological, Pedagogical,
           and Content Knowledge (TPACK) model
    • Abstract: Publication date: September 2017
      Source:Computers & Education, Volume 112
      Author(s): Ronny Scherer, Jo Tondeur, Fazilat Siddiq
      The Technological, Pedagogical, and Content Knowledge (TPACK) framework – a framework which proposes a set of knowledge domains that are essential for effective teaching with technology – has gained considerable attention in the domain of education and technology. With the efforts to conceptualize these knowledge domains comes the question to what extent they can be distinguished empirically. Hence, the present study examines a measure that assesses pre-service teachers' self-efficacy in the technology-related TPACK dimensions (“T-dimensions”). In pursuit of crafting a validity argument, we investigated its factor structure and tested it for measurement invariance across gender and educational tracks, two subgroups that may indicate considerable differences. By means of multi-group confirmatory factor analysis, the data of N = 665 pre-service teachers in 18 teacher training institutions in Flanders (Belgium) revealed a nested factor structure of the TPACK measure, which comprised a general factor and a specific factor of pre-service teachers’ technological knowledge. This factor structure was fully invariant across gender and educational tracks. Mean differences between educational tracks did not occur; yet, substantial differences were found across gender in favor of male pre-service teachers. This study sheds light on critical aspects of crafting a validity argument for the measurement of the T-dimensions in the TPACK framework and reports relevant subgroup differences.

      PubDate: 2017-05-06T19:23:06Z
       
 
 
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