for Journals by Title or ISSN
for Articles by Keywords
  Subjects -> EDUCATION (Total: 1675 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (21 journals)
    - EDUCATION (1395 journals)
    - HIGHER EDUCATION (113 journals)
    - ONLINE EDUCATION (27 journals)
    - SCHOOL ORGANIZATION (12 journals)

EDUCATION (1395 journals)                  1 2 3 4 5 6 7 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 6)
Academic Medicine     Full-text available via subscription   (Followers: 58)
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: 52)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 47)
Accounting & Finance     Hybrid Journal   (Followers: 41)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 13)
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: 54)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 38)
Action Research     Hybrid Journal   (Followers: 38)
Active Learning in Higher Education     Hybrid Journal   (Followers: 229)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 11)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 135)
Adult Education Quarterly     Hybrid Journal   (Followers: 134)
Advanced Education     Open Access   (Followers: 4)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 23)
Advances in High Energy Physics     Open Access   (Followers: 21)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 2)
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  
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)
Al Ibtida : Jurnal Pendidikan Guru MI     Open Access  
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: 131)
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: 153)
American Journal of Educational Research     Open Access   (Followers: 53)
American Journal of Health Education     Hybrid Journal   (Followers: 25)
American Journal of Physics     Full-text available via subscription   (Followers: 55)
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)
Annual Review of Economics     Full-text available via subscription   (Followers: 29)
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: 29)
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: 17)
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: 6)
ASp     Open Access   (Followers: 1)
Assessing Writing     Hybrid Journal   (Followers: 10)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 117)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 35)
Assessment Update     Hybrid Journal   (Followers: 5)
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: 11)
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: 18)
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: 28)
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: 375)
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: 176)
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: 5)
Berkeley Review of Education     Open Access   (Followers: 4)
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 6)
BMC Medical Education     Open Access   (Followers: 40)
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: 155)
British Journal of Educational Studies     Hybrid Journal   (Followers: 129)
British Journal of Educational Technology     Hybrid Journal   (Followers: 120)
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: 36)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 10)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 17)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
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  
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 97)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 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: 22)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 12)
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: 8)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 1)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 25)
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: 6)
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: 16)
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)
Computer Applications in Engineering Education     Hybrid Journal   (Followers: 6)
Computer Science Education     Hybrid Journal   (Followers: 12)
Computers & Education     Hybrid Journal   (Followers: 123)
Computers in the Schools     Hybrid Journal   (Followers: 7)
Conhecimento & Diversidade     Open Access  

        1 2 3 4 5 6 7 | Last

Journal Cover Computers & Education
  [SJR: 3.143]   [H-I: 109]   [123 followers]  Follow
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0360-1315
   Published by Elsevier Homepage  [3030 journals]
  • Clickers can promote fact retention but impede conceptual understanding:
           The effect of the interaction between clicker use and pedagogy on learning
    • Abstract: Publication date: August 2017
      Source:Computers & Education, Volume 111
      Author(s): Amy M. Shapiro, Judith Sims-Knight, Grant V. O'Rielly, Paul Capaldo, Teal Pedlow, Leamarie Gordon, Kristina Monteiro

      PubDate: 2017-04-24T13:41:43Z
  • Analyzing gameplay data to inform feedback loops in The Radix Endeavor
    • Abstract: Publication date: August 2017
      Source:Computers & Education, Volume 111
      Author(s): Meng-Tzu Cheng, Louisa Rosenheck, Chen-Yen Lin, Eric Klopfer
      The purpose of this study is to explore some of the ways in which gameplay data can be analyzed to yield results that feed back into the learning ecosystem. There is a solid research base showing the positive impact that games can have on learning, and useful methods in educational data mining. However, there is still much to be explored in terms of what the results of gameplay data analysis can tell stakeholders and how those results can be used to improve learning. As one step toward addressing this, researchers in this study collected back-end data from high school students as they played an MMOG called The Radix Endeavor. Data from a specific genetics quest in the game were analyzed by using data mining techniques including the classification tree method. These techniques were used to examine the relationship between tool use and quest completion, how use of certain tools may influence content-related game choices, and the multiple pathways available to players in the game. The study identified that in this quest use of the trait examiner tool was most likely to lead to success, though a greater number of trait decoder tool uses could also lead to success, perhaps because in those cases players solving problems about genetic traits at an earlier point. These results also demonstrate the multiple strategies available to Radix players that provide different pathways to quest completion. Given these methods of analysis and quest-specific results, the study applies the findings to suggest ways to validate and refine the game design, and to provide useful feedback to students and teachers. The study suggests ways that analysis of gameplay data can be part of a feedback loop to improve a digital learning experience.

      PubDate: 2017-04-24T13:41:43Z
  • Blogging mathematics: Using technology to support mathematical
           explanations for learning fractions
    • Abstract: Publication date: August 2017
      Source:Computers & Education, Volume 111
      Author(s): Keri L. Stoyle, Bradley J. Morris
      Explanations with others help students learn yet little is known about how technology can support and augment these benefits. This paper describes an experiment that compared the effects of mathematical discourse (i.e., explaining, justifying, and arguing) with peers either face-to-face or using technology (a blog) on fraction learning. We hypothesized that blogs may provide benefits beyond face-to-face collaborations because a record of explanations is accessible for subsequent reflection, which allows students to revisit and revise their explanations. A quasi-experimental design with 134 fifth grade students (ages 9–11) was used to investigate the change in conceptual and procedural knowledge of fractions measured as change from pretest to posttest and delayed posttest. The results indicated that students in the blog condition showed the largest gains in conceptual knowledge from pretest to posttest and at delayed posttest. There was no significant difference between groups on procedural knowledge. The results suggest that the use of blogs may provide unique supports for learning because students are provided opportunities to explain, justify, and argue their thinking, as well as critique the reasoning of others through an interactive learning environment that affords the opportunity to clarify understandings and misconceptions that may not otherwise exist in a traditional face-to-face learning environment.

      PubDate: 2017-04-24T13:41:43Z
  • Examining the students’ behavioral intention to use e-learning in
           Azerbaijan? The General Extended Technology Acceptance Model for
           E-learning approach
    • Abstract: Publication date: August 2017
      Source:Computers & Education, Volume 111
      Author(s): Chang Ching-Ter, Jeyhun Hajiyev, Chia-Rong Su
      Azerbaijan has successfully incorporated modern Information Communication Technologies (ICT) in the education system. The major goal is to raise the standard of education. The factors that affect university students' behavioral intention (BI) to use e-learning for educational purposes in Azerbaijan are worthy of study. This is an empirical study of the use of the General Extended Technology Acceptance Model for E-learning (GETAMEL) developed by Abdullah and Ward (2016) in order to determine the factors that affect undergraduate students' BI to use an e-learning system. The data was collected from 714 undergraduate and masters students using a convenient sampling technique and the responses were analyzed using Structural Equation Modeling (SEM). It is seen that the Subjective norm (SN), Experience (EXP) and Enjoyment (ENJOY) positively and significantly influence students' perceived usefulness (PU) of e-learning, while Computer anxiety (CA) has a negatively effect. EXP, ENJOY and Self-efficacy (SE) positively and significantly affect their perceived ease of use (PEOU) of e-learning. It is also seen that SN has a positive and significant impact on BI to use e-learning, while Technological innovation (TI) significantly moderates the relationship between SN and PU, PU and BI to use e-learning. This study is the first to determine a negative and significant relationship between CA and PU, in the context of students’ e-learning. This study is also one of the very few that uses the GETAMEL model for e-learning settings. The results have significant practical implications for educational institutions and decision-makers, in terms of the design of the e-learning system in universities.
      Graphical abstract image

      PubDate: 2017-04-24T13:41:43Z
  • Ubiquitous auction learning system with TELD (Teaching by Examples and
           Learning by Doing) approach: A quasi-experimental study
    • Abstract: Publication date: August 2017
      Source:Computers & Education, Volume 111
      Author(s): Xiang T.R. Kong, G.W. Chen, George Q. Huang, Hao Luo
      As the most critical trading mechanism in supply chain management/operation management fields, Dutch auction theories and practices have been regarded as one of the key teaching subjects of many universities. The advancement of ubiquitous computing technologies has not only solved the technological problems of dealing with millions of simultaneous biddings in real practices, but also enabled students to learn elusive and complex knowledge in an interactive environment. However, little attention was paid to educational discussions and quantitative analyses when applying the ubiquitous learning (u-learning) system in auction classes. This quasi-experimental study was among the first to develop and evaluate a smart u-learning system that integrated Internet-of-Things (IoT) technologies to simulate real, authentic auction activities, while detecting learning behaviors of students. We also integrated and utilized the pedagogical approach of Teaching by Examples and Learning by Doing (TELD) in the presented system, which further strengthened dynamic interactions and timely teaching instructions for students. The data analysis showed that this innovative system had positive effects on students’ learning outcomes. The results also revealed that applying the u-learning system in teaching procedural knowledge, rather than conceptual knowledge, was more resource effective and less time consuming. Moreover, students had high perceptions of learning content when the system was designed with efficient pedagogical assistance, interaction flexibility and user-friendly features. Critical practical implications were also summarized for teachers, system designers, researchers, and policymakers.

      PubDate: 2017-04-24T13:41:43Z
  • Editorial Board/Publication information
    • Abstract: Publication date: July 2017
      Source:Computers & Education, Volume 110

      PubDate: 2017-04-17T11:01:21Z
  • Battling bias: Effects of training and training context
    • Abstract: Publication date: Available online 10 April 2017
      Source:Computers & Education
      Author(s): Jackie M. Poos, Karel van den Bosch, Christian P. Janssen
      This study investigates whether cognitive bias in judgment and decision making can be reduced by training, and whether the effects are affected by the nature of the training environment. Theory suggests that biases can be overcome by training in critical reflective thinking. In addition, applied research studies have suggested that game-based training is more effective at reducing bias than conventional forms of training, for example due to the interactive and dynamic nature of video-games. However, earlier studies have not always controlled systematically for the nature of the learning environment between conditions (e.g., providing different content and bias examples for instruction and training). We manipulated in a between-subjects study whether participants received critical-reflective thinking training (yes/no) and in what context they experienced this training (an interactive detective game, or a text-script of the game). Positive effects of training were found. However, the mitigating effects on bias depended upon the type of bias and when the effects were measured (near or far transfer). Surprisingly, the game group performed similar to the text-script group. This suggests that an interactive and dynamic training context (e.g., a game) is not necessarily more effective than non-dynamic contexts (e.g., a text) for bias-mitigation training.

      PubDate: 2017-04-17T11:01:21Z
  • The effects of multiple-pedagogical agents on learners’ academic
           success, motivation, and cognitive load
    • Abstract: Publication date: Available online 10 April 2017
      Source:Computers & Education
      Author(s): Serkan Dinçer, Ahmet Doğanay
      In computer-assisted instruction, primary causes for the main problems are student's feeling lonely and lack of social learning environment. Pedagogical agents, which could enable students to use software, have been developed and integrated into instructional software to remove the obstacles mentioned. The main purpose of the study is to compare the effects of a fixed pedagogical agent and multi pedagogical agents left to students' choice on dependent variables. Additionally, it has also been examined if computer-assisted instruction software without pedagogical agent has any effects on dependent variables. The study seeks to investigate both learners' agent preferences and the effects of pedagogical agents on learners' academic success, motivation and cognitive load. For the purpose of the study, four groups were formed. The first group used educational software via fixed agent, the second group used educational software with the option to choose among several agents whereas the third group used educational software without agent and the fourth group received the same education through traditional way. The academic success refers to MS Excel program literacy. The findings revealed no statistically significant difference between fixed and multi pedagogical agents in terms of dependent variables. However, the designs with agents were found to have positive effects on learners' motivation, academic success and cognitive load. The results also indicated that pedagogical agents should be used in all computer-assisted instruction software. Another finding of the study is that the students in younger age groups tend to prefer the same gender agent as theirs. Furthermore, feedback from participants showed that users of multi pedagogical agents would like to conceive their own pedagogical agents. Accordingly, it is suggested that learners should be provided with programs that can be personalized depending on learners' needs and preferences.

      PubDate: 2017-04-17T11:01:21Z
  • Experiencing the Analects of Confucius: An experiential game-based
           learning approach to promoting students' motivation and conception of
    • Abstract: Publication date: July 2017
      Source:Computers & Education, Volume 110
      Author(s): Han-Yu Sung, Gwo-Jen Hwang, Chi-Jen Lin, Ting-Wei Hong
      The Analects of Confucius is an important course in the curriculum of Asian Studies in the Chinese community and around the world. Students have to learn a collection of the thoughts of Confucius which have shaped world history and the soul of China. However, educators have indicated that most students fail to understand its abstract thoughts, or even realize its spirit in their daily life experience. Meanwhile, with the advancements of technology, learning with computer games is currently a rapidly developing area of interest for researchers, teachers, material writers and application developers in the educational field. Several studies have shown that by properly incorporating learning contents into game scenarios, an experiential game-based learning approach might foster students' motivation to learn through experience. In addition, the experiential game-based approach is a learning method with great potential for motivating students and stimulating their willingness to engage in continuous and constant learning. Thus, in this study, an experiential digital game has been developed and presented to a fifth grade class learning the Analects of Confucius at an elementary school in Taipei city. An experiment was conducted to evaluate the effectiveness of the proposed approach by situating the experimental group in an experiential game-based learning scenario, while the control group learned with a conventional technology-enhanced learning system. The experimental results showed that the proposed approach effectively enhanced the students' learning effects in terms of their learning motivation, deep learning strategy and acceptance of the technology. As a consequence, it is concluded that an experiential digital game-based learning approach can help students understand the conception and meaning of learning, which is important for them to become life-long learners with positive learning attitudes.

      PubDate: 2017-04-10T12:43:39Z
  • Effects of feedback elaboration and feedback timing during computer-based
           practice in mathematics problem solving
    • Abstract: Publication date: July 2017
      Source:Computers & Education, Volume 110
      Author(s): Yigal Attali, Fabienne van der Kleij
      This study investigated the effects of feedback on performance with pairs of isomorphic items that were embedded within consecutive mathematics web-based practice tests. Participants were randomly assigned to different experimental testing conditions: (1) feedback type: knowledge of correct response (KCR) or KCR with elaborated feedback (EF) in the form of additional explanations of the correct answer, (2) feedback timing: immediately after answering each item or delayed after completing the practice test, and (3) item format: multiple-choice or constructed response. The study specifically investigated the likelihood that participants would correctly answer the second version of the item, conditioned on their answer to the first version, across feedback type and timing conditions, and taking into account item format and participant initial ability. Results from 2445 participants showed a different pattern of results depending on initial item response correctness. With respect to feedback type, EF resulted in higher performance than KCR following incorrect first responses (suggesting initial lack of knowledge and understanding), but not following correct first responses. With respect to feedback timing, immediate feedback with additional delayed review resulted in higher performance than delayed feedback following incorrect first responses, but resulted in lower performance following correct first responses (immediate feedback without delayed review resulted in lower performance in both cases).

      PubDate: 2017-04-10T12:43:39Z
  • Evaluating the use of a social media tool for collaborative group writing
           of secondary school students in Hong Kong
    • Abstract: Publication date: July 2017
      Source:Computers & Education, Volume 110
      Author(s): Samuel K.W. Chu, Catherine M. Capio, Jan C.W. van Aalst, Eddie W.L. Cheng
      The rapid development of social media tools has increased interest in their pedagogical value. It has been suggested that social media tools such as wikis can promote online collaborative and interactive learning. This study investigated the value of wikis in supporting collaborative group writing quality among secondary school students in Hong Kong. Students from a local secondary school engaged in group writing projects using Pbworks, a popular wiki tool. Data were gathered from (1) the revision tracking history, (2) a questionnaire on the perceived pedagogical value of the wiki, and (3) group interviews with students. Findings showed that students who made more collaborative revisions on the wiki produced higher-quality writing output. In general, students reported a moderately positive attitude towards the pedagogical value of the wiki. The findings suggest that wikis promote collaborative writing, but teachers need to adopt pedagogical strategies that would equip students to use wikis.

      PubDate: 2017-04-10T12:43:39Z
  • Longitudinal effect of a computer-based graduated prompting assessment on
           students’ academic performance
    • Abstract: Publication date: July 2017
      Source:Computers & Education, Volume 110
      Author(s): Ren-Cheng Zhang, Hui-Min Lai, Po-Wen Cheng, Chin-Pin Chen
      The dynamic assessment (DA) approach has been shown to be a useful evaluation tool for understanding students’ learning potential. In the present learning context via technology-mediated learning (TML), the DA approach has a significant effect on learning. The aim of this study was to understand two gaps in the research on the effect of DA (in our case, computer-based graduated prompting assessment) on students’ academic performance. First, the extant research has focused on DA that is based on pre- and post-test evaluation. The influence of time is an important predictor of information technology use, and understanding the effect of computer-based DA on students’ academic performance across time is thus necessary. Second, the TML-based assessment has been designed because the assessment system has students who receive help directly in isolated TML environments. As such, we developed a TML-based, computer-based graduated prompting assessment and conducted a longitudinal examination of computer-based graduated prompting assessments in graphing courses. Quasi-experiments involving 60 students in an experimental group and 60 students in a control group were conducted to test the growth model of hierarchical linear modeling. The results showed that this assessment statistically significantly influenced students' academic performance, as might be expected. However, the use of this assessment over time did not lead to a change in the growth rate. Recommendations for using computer-based graduated prompting assessments across a long timeframe to prompt students’ academic performance are also discussed.

      PubDate: 2017-04-10T12:43:39Z
  • Behavioral patterns of elementary students and teachers in one-to-one
           robotics instruction
    • Abstract: Publication date: Available online 8 April 2017
      Source:Computers & Education
      Author(s): Sevda Kucuk, Burak Sisman
      Using robotics technologies in education is increasingly common and has the potential to impact students' learning. Educational robotics is a valuable tool for developing students' cognitive and social skills, and it has greatly attracted the interest of teachers and researchers alike, from pre-school to university. The purpose of this study is to understand the teachers' and students' behavioral patterns in one-to-one robotics instruction process. The participants were made up of 18 elementary school students and 18 preservice teachers. Quantitative content analysis and lag sequential analysis were used to analyze the student-teacher interactions. According to findings, the students' assembling bricks, sharing ideas and experiences, and the teachers' providing guidance and asking questions were the most frequent behaviors. Regarding behavioral sequences, the teachers' guidance significantly followed the students' behavior of expressing and sharing their ideas that followed the teachers’ questions. The students also significantly tended to play with robots that they themselves designed. Moreover, the teacher-student interactions were discussed in detail in terms of gender differences and difficulty level of robotics activities. The results of this study can be taken into consideration in the design of learning environments with robotics activities.

      PubDate: 2017-04-10T12:43:39Z
  • Augmented reality and pedestrian navigation through its implementation in
           m-learning and e-learning: Evaluation of an educational program in Chile
    • Abstract: Publication date: Available online 5 April 2017
      Source:Computers & Education
      Author(s): Jorge Joo-Nagata, Fernando Martinez Abad, José García-Bermejo Giner, Francisco J. García-Peñalvo
      The implementation of Mobile Pedestrian Navigation and Augmented Reality in mobile learning contexts shows new forms of interaction when students are taught by means of learning activities in formal settings. This research presents the educational, quantitative, and qualitative evaluation of an Augmented Reality and Mobile Pedestrian Navigation app. The software was designed for mobile learning in an educational context, to evaluate its effectiveness when applied as a teaching tool, in comparison to similar tools such as those present in e-learning. A mixed-method analysis was used, with primary school students from Chile as subjects (n = 143). They were split into one control group and one experimental group. The control group worked in an e-learning environment, while the experimental group performed the activity as field work, making use of the app (m-learning). Students were evaluated pretest and posttest using an objective test to measure their level of learning. In parallel, a satisfaction survey was carried out concerning the use of these technologies, in addition to interviews with several students and teachers of the experimental group. Pretest-posttest results indicate that the experimental group outperformed the control group in their learning levels. The results of the interviews and the satisfaction survey show that these technologies, combined with fieldwork, increase the effectiveness of the teaching-learning processes. Further, they promote the interaction of students with contents for learning, and they improve students’ performance in the educational process. The main goal is to provide a methodology for the analysis of an ad-hoc designed app. The app is intended to provide an m-learning process for subjects being taught about cultural heritage. The quantitative and qualitative results obtained show that it can be more effective than using similar technologies in e-learning contexts.

      PubDate: 2017-04-10T12:43:39Z
  • Developing and validating a scale for measuring changes in teachers' ICT
           integration proficiency over time
    • Abstract: Publication date: Available online 4 April 2017
      Source:Computers & Education
      Author(s): Shihkuan Hsu
      Many studies have investigated the level of teacher ICT integration proficiency, but few studies have examined changes in proficiency over time. This study describes the development of a scale for the purpose of evaluating changes over time in teachers' technology integration proficiency among Taiwanese grades 1–9 teachers. A follow-up and shortened scale was developed and administered to the same population after three years. A cross-validation method which involved split-half exploratory and confirmatory factor analyses revealed that the six-factor scale structure was acceptable and stable (n = 5,938). An invariance test with structural equation modeling also revealed that the items in each scale were comparable. Thus, the follow-up scale was validated and also invariant to the first scale. The mean comparison of the 23 identical items included in invariance tests found little or no differences in most of the items. Only one item in the area of ethics and issues regarding Internet usage and health concern moderately increased (d = 0.68). The results suggest that teachers' pedagogical usage of technology may not have increased as sharply as the technology itself, though teachers' concerns about students' health and safety issues have been heightened regarding the Internet usage.

      PubDate: 2017-04-10T12:43:39Z
  • Project-based learning in a virtual internship programme: A study of the
           interrelated roles between intern, mentor and client
    • Abstract: Publication date: July 2017
      Source:Computers & Education, Volume 110
      Author(s): Dana Ruggiero, Jeffrey D. Boehm
      The purpose of this study was to analyse how the interrelationships of interns, clients and mentors lead to success in a project-based learning design virtual internship program. Interns from eleven different university programmes were asked to apply their academic experiences in constructing real projects for clients using a virtual environment while under the supervision of mentors. Data included completed intern projects, intern journals, and mentor and client evaluations. Data were collected over five cohorts, from forty-two cases, six of which are highlighted in this study. Programme design, mentor and client training, and intern performance, are considered. Findings demonstrate that interrelated roles evolve during the virtual internship and project success is related to the co-construction of knowledge between the intern, mentor and client. The study of the functions of these roles leads to implications for the design, development and implementation of a successful virtual internship programme.

      PubDate: 2017-04-03T15:32:58Z
  • Computer usage and attitudes among Saudi Arabian undergraduate students
    • Abstract: Publication date: July 2017
      Source:Computers & Education, Volume 110
      Author(s): Manal Alothman, Judy Robertson, Greg Michaelson
      A study of undergraduate students in Saudi Arabia found that although they used technology for an average of 45 h per week and had positive attitudes to it, they did not frequently use technology, in particular computers, in support of their learning. Qualitative evidence suggests that the students were not routinely required to use computers at university, and that in some cases the universities did not provide computing facilities or actively prevented technology usage. Factors which influenced attitudes to computers included: city of study, parental encouragement, and English language proficiency but not gender.

      PubDate: 2017-04-03T15:32:58Z
  • Editorial Board/Publication information
    • Abstract: Publication date: June 2017
      Source:Computers & Education, Volume 109

      PubDate: 2017-03-27T03:02:36Z
  • The use of mobile learning in PK-12 education: A systematic review
    • Abstract: Publication date: Available online 19 March 2017
      Source:Computers & Education
      Author(s): Helen Crompton, Diane Burke, Kristen H. Gregory
      With the increase in mobile device affordances, there has been a concomitant rise in the level of interest in investigating the breadth, purpose and extent of mobile learning in education. This systematic review provides a current synthesis of mobile learning research across 2010–2015 in PK-12 education. This includes a aggregated quantitative and qualitative analysis of the specific mobile learning activities as they connect to learning theories, specifically behaviorist, constructivist, situated, and collaborative learning. Major findings include that the majority of the studies focused on student learning followed by designing systems. Science was the most common subject researched and elementary schools was the most often studies setting. The findings reveal that 40% of the time researchers designed mobile learning activities aligning with the behaviorist approach to learning. This has the students consuming knowledge and not using the full potential of the mobile devices to have students become producers, collaborators, and creators of knowledge.

      PubDate: 2017-03-20T07:42:57Z
  • Using games to raise awareness: How to co-design serious mini-games?
    • Abstract: Publication date: Available online 18 March 2017
      Source:Computers & Education
      Author(s): Steffi De Jans, Klara Van Geit, Verolien Cauberghe, Liselot Hudders, Marijke De Veirman
      Serious mini-games are promising tools to raise awareness. They motivate and enhance players’ interest in a particular topic, and only require a small time-investment. The games should focus on a single concept or learning goal and should be carefully designed. This study therefore explores the usefulness of informant design when developing such serious mini-games. Informant design is a framework that involves stakeholders at different stages of the design process depending on their expertise, which maximizes the value of their contributions. When developing awareness campaigns, various stakeholders, with different goals, need to be involved. Therefore, this paper suggests the use of informant design to increase the support of every stakeholder. The informant design framework provides an excellent design methodology for games as it is very flexible in time, place and number of participants in the co-design activities. The current study shows a case study indicating the usefulness of informant design when developing serious mini-games to increase advertising literacy among adolescents.

      PubDate: 2017-03-20T07:42:57Z
  • Can mimicking gestures facilitate learning from instructional animations
           and static graphics?
    • Abstract: Publication date: Available online 18 March 2017
      Source:Computers & Education
      Author(s): Niloufar Lajevardi, Nalin Surender Narang, Nadine Marcus, Paul Ayres
      The main aim of the study was to investigate the effects of mimicking gestures on learning from animations and static graphics. In Experiment 1, 48 university students learned to write Mandarin characters, and in Experiment 2, 44 young children learned to write Persian characters. In both experiments, participants were randomly assigned to one of four conditions – animations without gestures, animations with gestures, statics without gestures, or statics with gestures. All groups viewed instructional content showing how to write the foreign characters, and then were tested. In the gesturing conditions, participants were required to mimic the character writing at the same time as watching the instructional presentation, and in the non-gesturing conditions, mimicking was prevented. Results from both experiments indicated a presentation-gesturing interaction, where gesturing was an advantage for static graphics but not animations. Experiment 2 found an advantage for animations over static graphics, and gesturing compared to not gesturing.

      PubDate: 2017-03-20T07:42:57Z
  • A framework for improving web accessibility and usability of Open Course
           Ware sites
    • Abstract: Publication date: June 2017
      Source:Computers & Education, Volume 109
      Author(s): Germania Rodríguez, Jennifer Pérez, Samanta Cueva, Rommel Torres
      Since its inception, one of the primary goals of the Internet has been the open access of information and documents online. This openness aims to allow access to universal knowledge. The Open Educational Resources (OER) have promoted this goal in the context of education. The OER of higher education are supported by means of the Open Course Ware (OCW) initiative. OCW aims to provide access to the knowledge produced by universities. However, the level of access to and use of OCW do not meet expectations. For this reason, it is necessary to provide solutions to increase the accessibility and usability of OCW. As a result, this paper presents a methodology for the evaluation of the accessibility and usability of OCW sites, as well as a framework for improving their accessibility and usability. This methodology and framework have been applied to evaluate and improve the accessibility and usability of a real case study, the OCW initiative of the Universidad Técnica Particular de Loja (UTPL). This case study has allowed us to validate the methodology and the framework in a real setting in order to determine if they were able to identify and suggest improvement for the accessibility and usability of OCW when required.

      PubDate: 2017-03-15T09:48:56Z
  • Teenage peer-to-peer knowledge sharing through social network sites in
           secondary schools
    • Abstract: Publication date: Available online 14 March 2017
      Source:Computers & Education
      Author(s): Christa S.C. Asterhan, Edith Bouton
      The promise of social network technology for learning purposes has been heavily debated, with proponents highlighting its transformative and opponents its distracting potential. However, little is known about the actual, everyday use of ubiquitous social network sites for learning and study purposes in secondary schools. In the present work, we present findings from two survey studies on representative samples of Israeli, Hebrew-speaking teenagers (N 1 = 206 and N 2 = 515) which explored the scope, characteristics and reasons behind such activities. Study 1 shows that these can be described best as online knowledge sharing, that is: the up- and downloading of knowledge and knowledge sources to social network-based peer groups. Findings were replicated in study 2 to further support the claim that school-related knowledge sharing is common and widespread and entails different types of knowledge. Findings from study 2 furthermore show that sharing is mainly motivated by prosocial motives, as well as expectations for future reciprocation. Sharing is predicted by individual differences, such as gender, collectivist values, mastery goal orientations and academic self-efficacy. Relations between competitive-individualist values and sharing are more complex, and are, among others, moderated by expectations for future benefits. Implications for educational practices and for learning are discussed.

      PubDate: 2017-03-15T09:48:56Z
  • Teacher perceptions of the value of game-based learning in secondary
    • Abstract: Publication date: Available online 14 March 2017
      Source:Computers & Education
      Author(s): J.C. Huizenga, G.T.M. ten Dam, J.M. Voogt, W.F. Admiraal
      Teachers' perceptions of the usefulness of digital games might be a reason for the limited application of digital games in education. However, participants in most studies of teaching with digital games are teachers who do not use digital games regularly in their teaching. This study examined the practice-based perceptions of teachers who do teach with digital games - either playing or creating games - in their classroom. Semi-structured interviews were conducted with 43 secondary education teachers. Our findings showed that most teachers who actually use games in class perceived student engagement with a game and cognitive learning outcomes as effects of the use of games in formal teaching settings. Fewer teachers mentioned motivational effects of learning with digital games. The implications of these findings for the use of digital games in teachers’ educational practice are discussed.

      PubDate: 2017-03-15T09:48:56Z
  • Assessing elementary students’ computational thinking in everyday
           reasoning and robotics programming
    • Abstract: Publication date: June 2017
      Source:Computers & Education, Volume 109
      Author(s): Guanhua Chen, Ji Shen, Lauren Barth-Cohen, Shiyan Jiang, Xiaoting Huang, Moataz Eltoukhy
      Based on a framework of computational thinking (CT) adapted from Computer Science Teacher Association's standards, an instrument was developed to assess fifth grade students' CT. The items were contextualized in two types of CT application (coding in robotics and reasoning of everyday events). The instrument was administered as a pre and post measure in an elementary school where a new humanoid robotics curriculum was adopted by their fifth grade. Results show that the instrument has good psychometric properties and has the potential to reveal student learning challenges and growth in terms of CT.

      PubDate: 2017-03-08T20:44:52Z
  • Measuring pedagogical agent persona and the influence of agent persona on
    • Abstract: Publication date: June 2017
      Source:Computers & Education, Volume 109
      Author(s): Noah L. Schroeder, William L. Romine, Scotty D. Craig
      Pedagogical agents are virtual characters embedded within a learning environment to enhance student learning. Researchers are beginning to understand the conditions in which pedagogical agents can enhance learning, but many questions still remain. Namely, the field has few options in terms of measurement instruments, and limited research has investigated the influence of pedagogical agent persona, or the way the agent is perceived by students, on learning outcomes. In this study, we re-examine the Agent Persona Instrument (API) using confirmatory factor analysis and Rasch methods. We then examine the influence of agent persona on learning outcomes using path analysis. The results confirmed the four factor structure of the instrument, and the fit of items with the Rasch model demonstrates construct validity in our context. However, the analyses indicated that revisions to the instrument are warranted. The path analysis revealed that affective interaction significantly influenced information usefulness variables, however perceptions measured by the API had no significant impact on learning outcomes. Suggestions for revising the API are provided.

      PubDate: 2017-03-08T20:44:52Z
  • Investigating the simulation elements of environment and Control:
           Extending the Uncanny Valley Theory to simulations
    • Abstract: Publication date: Available online 7 March 2017
      Source:Computers & Education
      Author(s): Matt C. Howard
      Recent technological advancements have enabled the widespread application of simulations in organizations, particularly for training contexts. Two important simulation elements, environment and control, have often been shown to improve trainee outcomes. I argue that environment and control are reliant on each other, and their combined effects are explained by extending the Uncanny Valley Theory. The Uncanny Valley Theory proposes that individuals are comfortable with experiences that are very dissimilar or similar to reality, but are uncomfortable with experiences that fall between these conditions. In simulations, perceptions of realism are created through observations (environment) and interactions (control). Users are comfortable with experiences when these elements are in agreement; however, an Uncanny Valley effect may occur when these elements are in disagreement. In the current article, two studies analyze the realism of environment and control in predicting trainee reactions and learning outcomes. Both studies support the extension of the Uncanny Valley Theory to simulations. Simulations with only “low” or only “high” environment and control produce the greatest outcomes, and those with mixed “low” and “high” elements produce the worst outcomes; however, trainees did not differ in reactions to the simulations, indicating that the Uncanny Valley phenomenon in simulations may operate subconsciously.

      PubDate: 2017-03-08T20:44:52Z
  • Mixed-reality learning environments: Integrating mobile interfaces with
           laboratory test-beds
    • Abstract: Publication date: Available online 6 March 2017
      Source:Computers & Education
      Author(s): Jared A. Frank, Vikram Kapila
      Even as mobile devices have become increasingly powerful and popular among learners and instructors alike, research involving their comprehensive integration into educational laboratory activities remains largely unexplored. This paper discusses efforts to integrate vision-based measurement and control, augmented reality (AR), and multi-touch interaction on mobile devices in the development of Mixed-Reality Learning Environments (MRLE-Mixed-Reality Learning Environment) that enhance interactions with laboratory test-beds for science and engineering education. A learner points her device at a laboratory test-bed fitted with visual markers while a mobile application supplies a live view of the experiment augmented with interactive media that aid in the visualization of concepts and promote learner engagement. As the learner manipulates the augmented media, her gestures are mapped to commands that alter the behavior of the test-bed on the fly. Running in the background of the mobile application are algorithms performing vision-based estimation and wireless control of the test-bed. In this way, the sensing, storage, computation, and communication (SSCC-Sensing, Storage, Computation, and Communication) capabilities of mobile devices are leveraged to relieve the need for laboratory-grade equipment, improving the cost-effectiveness and portability of platforms to conduct hands-on laboratories. We hypothesize that students using the MRLE platform demonstrate improvement in their knowledge of dynamic systems and control concepts and have generally favorable experiences using the platform. To validate the hypotheses concerning the educational effectiveness and user experience of the MRLEs, an evaluation was conducted with two classes of undergraduate students using an illustrative platform incorporating a tablet computer and motor test-bed to teach concepts of dynamic systems and control. Results of the evaluation study validate the hypotheses. The benefits and drawbacks of the MRLEs observed throughout the study are discussed with respect to the traditional hands-on, virtual, and remote laboratory formats.

      PubDate: 2017-03-08T20:44:52Z
  • Understanding the massive open online course (MOOC) student experience: An
           examination of attitudes, motivations, and barriers
    • Abstract: Publication date: Available online 6 March 2017
      Source:Computers & Education
      Author(s): Heather B. Shapiro, Clara H. Lee, Noelle E. Wyman Roth, Kun Li, Mine Çetinkaya-Rundel, Dorian A. Canelas
      During the widespread development of open access online course materials in the last two decades, advances have been made in understanding the impact of instructional design on quantitative outcomes. Much less is known about the experiences of learners that affect their engagement with the course content. Through a case study employing text analysis of interview transcripts, we revealed the authentic voices of participants and gained a deeper understanding of motivations for and barriers to course engagements experienced by students participating in Massive Open Online Courses (MOOCs). We sought to understand why learners take the courses, specifically Introduction to Chemistry or Data Analysis and Statistical Inference, and to identify factors both inside and outside of the course setting that impacted engagement and learning. Thirty-six participants in the courses were interviewed, and these students varied in age, experience with the subject matter, and worldwide geographical location. Most of the interviewee statements were neutral in attitude; sentiment analysis of the interview transcripts revealed that 80 percent of the statements that were either extremely positive or negative were found to be positive rather than negative, and this is important because an overall positive climate is known to correlate with higher academic achievement in traditional education settings. When demographic data was added to the sentiment analysis, students who have already earned bachelor's degrees were found to be more positive about the courses than students with either more or less formal education, and this was a highly statistically significant result. In general, students from America were more critical than students from Africa and Asia, and the sentiments of female participants' comments were generally less positive than those of male participants. An examination of student statements related to motivations revealed that knowledge, work, convenience, and personal interest were the most frequently coded nodes (more generally referred to as “codes”). On the other hand, lack of time was the most prevalently coded barrier for students. Other barriers and challenges cited by the interviewed learners included previous bad classroom experiences with the subject matter, inadequate background, and lack of resources such as money, infrastructure, and internet access. These results are enriched by illustrative quotes from interview transcripts and compared and contrasted with previous findings reported in the literature, and thus this study enhances the field by providing the voices of the learners.
      Graphical abstract image

      PubDate: 2017-03-08T20:44:52Z
  • Using virtual learning environments in bricolage mode for orchestrating
           learning situations across physical and virtual spaces
    • Abstract: Publication date: Available online 6 March 2017
      Source:Computers & Education
      Author(s): Juan A. Muñoz-Cristóbal, Vanesa Gallego-Lema, Higinio F. Arribas-Cubero, Alejandra Martínez-Monés, Juan I. Asensio-Pérez
      Teachers usually implement their pedagogical ideas in Virtual Learning Environments (VLEs) in a continuous refinement approach also known as “bricolage”. Recently, different proposals have enabled the ubiquitous access to VLEs, thus extending the bricolage mode of operation to other learning spaces. However, such proposals tend to present several limitations for teachers to orchestrate learning situations conducted across different physical and virtual spaces. This paper presents an evaluation study that involved the across-spaces usage of Moodle in bricolage mode and learning buckets (configurable containers of learning artifacts) in multiple learning situations spanning five months in a course on Physical Education in the Natural Environment for pre-service teachers. The study followed a responsive evaluation model, in which we conducted an anticipatory data reduction using an existing orchestration framework (called “5 + 3 aspects”) for structuring data gathering and analysis. The results showed that learning buckets helped the teachers in the multiple aspects of orchestration, overcoming the limitations of alternative approaches in some specific orchestration aspects: helping the involved teachers to connect different physical and physical spaces, while supporting technologies and activities of their everyday practice, and transferring part of the orchestration load from teachers to students. The results also suggested lines of future improvement, including the awareness of outdoor activities.

      PubDate: 2017-03-08T20:44:52Z
  • A remix-oriented approach to promoting student engagement in a long-term
           participatory learning program
    • Abstract: Publication date: Available online 3 March 2017
      Source:Computers & Education
      Author(s): Chen-Chung Liu, Wei-Chen Chen, Hung-Ming Lin, Yun-Yin Huang
      Researchers and educators continuously remark on the importance of integrating creativity into the learning process. This study proposes a creativity approach to facilitating participatory learning for the sustained engagement of young learners based on the principle of remix practice, which consists of learning to generate online artefacts, endless hybridization and scaffolding. This study investigated students' engagement in and perceptions of the creative learning process during a two-year participatory learning program. Data collected included students’ flow perceptions during a 39-week activity, their motivation and creative self-efficacy before and after the intervention, as well as their creative products. The findings indicated that the remix-oriented approach led to a higher level of intrinsic motivation and sustained flow compared to a model-based approach, especially interest and curiosity, in this participatory learning program. The approach also helped the students to perceive a significant increase in their level of creative self-efficacy associated with strategies to generate creative ideas. The results of this study suggest that the principle of remix practice is helpful for leveraging knowledge acquisition and the creative nature of participatory learning activities to sustain student engagement in participatory learning programs.

      PubDate: 2017-03-08T20:44:52Z
  • Editorial Board/Publication information
    • Abstract: Publication date: May 2017
      Source:Computers & Education, Volume 108

      PubDate: 2017-03-02T03:18:36Z
  • The influence of access to eReaders, computers and mobile phones on
           children's book reading frequency
    • Abstract: Publication date: Available online 1 March 2017
      Source:Computers & Education
      Author(s): Margaret K. Merga, Saiyidi Mat Roni
      Regular recreational book reading is a practice that confers substantial educative benefit. However, not all book types may be equally beneficial, with paper book reading more strongly associated with literacy benefit than screen-based reading at this stage, and a paucity of research in this area. While children in developed countries are gaining ever-increasing levels of access to devices at home, relatively little is known about the influence of access to devices with eReading capability, such as Kindles, iPads, computers and mobile phones, on young children's reading behaviours, and the extent to which these devices are used for reading purposes when access is available. Young people are gaining increasing access to devices through school-promoted programs; parents face aggressive marketing to stay abreast of educational technologies at home; and schools and libraries are increasingly their eBook collections, often at the expense of paper book collections. Data from the 997 children who participated in the 2016 Western Australian Study in Children's Book Reading were analysed to determine children's level of access to devices with eReading capability, and their frequency of use of these devices in relation to their recreational book reading frequency. Respondents were found to generally underutilise devices for reading purposes, even when they were daily book readers. In addition, access to mobile phones was associated with reading infrequency. It was also found that reading frequency was less when children had access to a greater range of these devices.

      PubDate: 2017-03-02T03:18:36Z
  • Efficiency of using VNS algorithm for forming heterogeneous groups for
           CSCL learning
    • Abstract: Publication date: Available online 27 February 2017
      Source:Computers & Education
      Author(s): Đurđica Takači, Miroslav Marić, Gordana Stankov, Aleksandar Djenić
      In this paper the efficiency of using VNS (Variable Neighborhood Search) algorithm for forming four member heterogeneous groups within CSCL (Computer supporting collaborative learning) is analyzed. A mathematical model, based on Kagan's instructions, was created and then the VNS algorithm, the metaheuristic for solving the mathematical optimization problems, was applied to the model. The proposed VNS method is tested on a set of problem instances and results are compared with the optimal results obtained by CPLEX solver applied to the proposed formulation. VNS method showed better performance in terms of execution time and being able to solve large problem instances. The CSCL was applied to three groups of the first year college students, each consisting of 172 students. These three groups were divided into smaller ones of four students: by using VNS algorithm in 2015 (group E), by using Kagan's instructions in 2014 (group K), and randomly in 2013 (group R). The students were tested before and after CSCL of calculus contents. The statistical analysis shows that the students divided by VNS algorithm had significantly better results than the students divided randomly. But the students divided by VNS algorithm were as successful as the students divided without computer. This means that the students’ learning achievement in calculus contents is better when they are divided by VNS than randomly, but is as successful as the cooperative learning in heterogeneous groups when VNS was not applied.

      PubDate: 2017-03-02T03:18:36Z
  • Digital card games in education: A ten year systematic review
    • Abstract: Publication date: Available online 27 February 2017
      Source:Computers & Education
      Author(s): Maria Kordaki, Anthi Gousiou
      This paper presents a 10-year review study that focuses on the investigation of the use of Digital Card Games (DCGs) as learning tools in education. Specific search terms keyed into 10 large scientific electronic databases identified 50 papers referring to the use of non-commercial DCGs in education during the last decade (2003–2013). The findings revealed that the DCGs reported in the reviewed papers: (a) were used for the learning of diverse subject disciplines across all educational levels and leaning towards the school curriculum, in two ways: game-construction and game-play, (b) were mainly proposed by their designers as meaningful, familiar and appealing learning contexts, in order to motivate and engage players/students and also to promote social, rich and constructivist educational experiences while at the same time integrating modern technologies and innovative gamed-based approaches, (c) were implemented using a plethora of digital tools, (d) mainly adopted social and constructivist views of learning during their design and use, although the views were explicitly reported in only a few of these, (e) were evaluated – in more than half of the studies – with positive results in terms of: student learning, attitudes towards DCGs and enrichment of social interaction and collaboration, (f) appeared to support students to acquire essential thinking skills through DCG-play. However, despite the rich DCG-game experiences reported in the reviewed papers, some essential but under-researched topics were also specified.
      Graphical abstract image

      PubDate: 2017-03-02T03:18:36Z
  • How are e-leadership practices in implementing a school virtual learning
           environment enhanced? A grounded model study
    • Abstract: Publication date: Available online 24 February 2017
      Source:Computers & Education
      Author(s): Yan Piaw Chua, Yee Pei Chua
      E-leadership is defined as a social influence process mediated by information and communication technology to produce change in behavior and performance with individuals and groups in an organization. This study investigates e-leadership practices among users of a school virtual learning environment. It was performed in two stages. First, semi-structured interviews with school administrators, teachers, students, parents and school software experts were conducted. The qualitative data collected from the interviews were coded and analyzed using open and axial coding procedures. As a result, an e-leadership model emerged from the data that consisted of eight themes: e-leadership quality with seven core factors, namely, readiness, practices, strategies, support, culture, needs and obstacles. Second, the validity and reliability of the model were further ascertained with a quantitative survey study involving 320 school administrators. The findings of this study established a grounded model for e-leadership practices in schools.

      PubDate: 2017-03-02T03:18:36Z
  • Role immersion in a history course: Online versus face-to-face in Reacting
           to the Past
    • Abstract: Publication date: May 2017
      Source:Computers & Education, Volume 108
      Author(s): Thomas C. Buchanan, Edward Palmer
      This article assesses Reacting to the Past, a humanities role-immersion pedagogy that is popular at many colleges and universities in the United States. This pedagogy has been found to have many learning gains compared to traditional face-to-face teaching, but has not been adequately compared to online versions of the course. The findings of the article suggest that while learning gains can be achieved that are comparable to face-to-face versions of the course, student satisfaction was lower. The article concludes not by rejecting the online Reacting to the Past, however, but by suggesting possible ways to incorporate successful elements of it within a blended approach. These findings will be of interest to people interested in this particular pedagogy, but also to those who are interested in the general comparison between online and face-to-face learning and teaching.

      PubDate: 2017-02-22T15:19:39Z
  • An adaptive collaboration script for learning with multiple visual
           representations in chemistry
    • Abstract: Publication date: Available online 21 February 2017
      Source:Computers & Education
      Author(s): Martina A. Rau, Hannah E. Bowman, John W. Moore
      Undergraduate STEM instruction increasingly uses educational technologies to support problem-solving activities. Educational technologies offer two key features that may make them particularly effective. First, most problem-solving activities involve multiple visual representations, and many students have difficulties in understanding, constructing, and connecting these representations. Educational technologies can provide adaptive support that helps students make sense of visual representations. Second, many problems with visual representations involve collaboration. However, students often do not collaborate effectively. Educational technologies can provide collaboration scripts that adaptively react to student actions to prompt them to engage in specific effective collaborative behaviors. These observations lead to the hypothesis we tested: that an adaptive collaboration script enhances students' learning of content knowledge from visual representations. We conducted a quasi-experiment with 61 undergraduate students in an introductory chemistry course. A control condition worked on a traditional worksheet that asked students to collaboratively make sense of connections among multiple visual representations. An experimental condition worked on the same problems embedded in an educational technology that provided an adaptive collaboration script. The experimental condition showed significantly higher learning gains on a transfer test immediately after the intervention and on complex concepts on a midterm exam three weeks later.

      PubDate: 2017-02-22T15:19:39Z
  • Test-takers’ eye movements: Effects of integration aids and types of
           graphical representations
    • Abstract: Publication date: Available online 21 February 2017
      Source:Computers & Education
      Author(s): Steffani Saß, Kerstin Schütte, Marlit Annalena Lindner
      The study focuses on integration aids (i.e., signals) and their effect on how students process different types of graphical representations (representational pictures vs. organizational pictures vs. diagrams) in standardized multiple-choice items assessing science achievement. Based on text-picture integration theories each type of pictorial representation hold different cognitive requirements concerning integration processes of two representations. Further, depending on type of representation not every picture is needed to answer an item correctly. Students from fifth sixth grade (N = 60) work through 12 multiple choice items while their eye movements were recorded. Results showed that students achieved higher test scores when items were presented in an integrated format than in a non-integrated format, however, this was only true for diagrams. Eye movement data revealed that students looked longer on the graphical representations in items presented in the integrated format condition compared to the non-integrated format condition. Furthermore, relations between looking at the diagrams and achievement in the integrated format emerged.

      PubDate: 2017-02-22T15:19:39Z
  • Push or pull? Unpacking the social compensation hypothesis of Internet use
           in an educational context
    • Abstract: Publication date: Available online 20 February 2017
      Source:Computers & Education
      Author(s): Rachel Grieve, Nenagh Kemp, Kimberley Norris, Christine R. Padgett
      Individual differences such as social anxiety and extraversion have been shown to influence education outcomes. However, there has been limited investigation of the relationship between individual differences and attitudes towards online and offline learning. This study aimed to investigate for the first time how social anxiety and extraversion influence student attitudes to online and offline learning, specifically in relation to tertiary level practical activities. Based on the social compensation hypothesis, it was predicted that students with higher levels of extraversion and lower levels of social anxiety would report more favourable attitudes to face-to-face learning activities. It was further predicted that less extraverted and more socially anxious students would have more favourable attitudes to online learning activities. Undergraduate students (N = 322, 67% female) completed the HEXACO-60 personality inventory, the Mini Social Phobia Inventory, and measures of attitudes towards online and offline activities. Two hierarchical multiple regressions were conducted. The first revealed that neither extraversion nor social anxiety contributed significantly to preference for online practical activities. The second regression revealed that greater emotionality, greater extraversion, greater conscientiousness, and lower levels of social anxiety were associated with more favourable attitudes towards face-to-face practical activities. In contrast to predictions, extraversion and social anxiety did not significantly contribute to attitudes to online learning activities. However, in line with predictions, greater extraversion and lower levels of social anxiety were associated with more favourable attitudes towards face-to-face practical activities. These findings indicate that online learning activities have limited compensatory effects for students who experience social discomfort, and that the social compensation hypothesis may apply within an educational framework, but in unexpected ways.

      PubDate: 2017-02-22T15:19:39Z
  • Mobile-based assessment: Investigating the factors that influence
           behavioral intention to use
    • Abstract: Publication date: Available online 20 February 2017
      Source:Computers & Education
      Author(s): Stavros A. Nikou, Anastasios A. Economides
      Acceptance and intention to use mobile learning is a topic of growing interest in the field of education. Although there is a considerable amount of studies investigating mobile learning acceptance, little research exists that investigates the driving factors that influence students' intention to use mobile technologies for assessment purposes. The aim of this study is to provide empirical evidence on the acceptance of Mobile-Based Assessment (MBA), the assessment delivered through mobile devices and technologies. The proposed model, Mobile-Based Assessment Acceptance Model (MBAAM) is based on the Technology Acceptance Model (TAM). MBAAM extends TAM in the context of MBA by adding to the Perceived Ease of Use and Perceived Usefulness, the constructs of Facilitating Conditions, Social Influence, Mobile Device Anxiety, Personal Innovativeness, Mobile-Self-Efficacy, Perceived Trust, Content, Cognitive Feedback, User Interface and Perceived Ubiquity Value and investigates their impact on the Behavioral Intention to Use MBA. 145 students from a European senior-level secondary school experienced a series of mobile-based assessments for a three-week period. Structured equation modeling was used to analyze quantitative survey data. According to the results, MBAAM explains and predicts approximately 47% of the variance of Behavioral Intention to Use Mobile-Based Assessment. The study provides a better understanding towards developing mobile-based assessments that support learners, enhance learning experience and promote learning, taking advantage of the distinguished features that mobile devices may offer. Implications are discussed within the wider context of mobile learning acceptance research.

      PubDate: 2017-02-22T15:19:39Z
  • Comparing cyberbullying perpetration on social media between primary and
           secondary school students
    • Abstract: Publication date: Available online 16 February 2017
      Source:Computers & Education
      Author(s): Shirley S. Ho, Liang Chen, Angelica P.Y. Ng
      This study aims to explore factors associated with cyberbullying perpetration on social media among children and adolescents in Singapore, based on the theory of reasoned action and the parental mediation theory. More specifically, the relationships between attitude, subjective norms, descriptive norms, injunctive norms, and active and restrictive parental mediation with cyberbullying perpetration on social media were investigated. Moreover, we examined the moderating effect of age on the relationship between parental mediation and cyberbullying perpetration. Multi-stage cluster sampling was used, in which 635 upper primary school children (i.e., Primary 4 to 6 students) and 789 secondary school adolescents participated in our survey. The results revealed that attitude, subjective norms, and the two parental mediations – active and restrictive mediation – were negatively associated with cyberbullying perpetration on social media. Age was a significant moderator of both parental mediation strategies and cyberbullying perpetration. Implications and limitations of this study were discussed.

      PubDate: 2017-02-22T15:19:39Z
  • Learning in digital networks – ICT literacy: A novel assessment of
           students’ 21st century skills
    • Abstract: Publication date: Available online 16 February 2017
      Source:Computers & Education
      Author(s): Fazilat Siddiq, Perman Gochyyev, Mark Wilson
      The present investigation aims to fill some of the gaps revealed in the literature regarding the limited access to more advanced and novel assessment instruments for measuring students' ICT literacy. In particular, this study outlines the adaption, further development, and validation of the Learning in Digital Networks—ICT literacy (LDN-ICT) test. The LDN-ICT test comprises an online performance-based assessment in which real-time student-student collaboration is facilitated through two different platforms (i.e., GoogleDocs and chat). The test attempts to measure students’ ability in handling digital information, to communicate and collaborate during problem solving. The data are derived from 144 students in grade 9 analyzed using item response theory models (unidimensional and multidimensional Rasch models). The appropriateness of the models was evaluated by examining the item fit statistics. To gather validity evidence for the test, we investigated the differential item functioning of the individual items and correlations with other constructs (e.g., self-efficacy, collective efficacy, perceived usefulness and academic aspirations). Our results supported the hypothesized structure of LDN-ICT as comprising four dimensions. No significant differences across gender groups were identified. In support of existing research, we found positive relations to self-efficacy, academic aspirations, and socio-economic background. In sum, our results provide evidence for the reliability and validity of the test. Further refinements and the future use of the test are discussed.

      PubDate: 2017-02-22T15:19:39Z
  • Copying@Scale: Using Harvesting Accounts for Collecting Correct Answers in
           a MOOC
    • Abstract: Publication date: Available online 6 February 2017
      Source:Computers & Education
      Author(s): Giora Alexandron, José A. Ruipérez-Valiente, Zhongzhou Chen, Pedro J. Muñoz-Merino, David E. Pritchard
      This paper presents a detailed study of a form of academic dishonesty that involves the use of multiple accounts for harvesting solutions in a Massive Open Online Course (MOOC). It is termed CAMEO – Copying Answers using Multiple Existence Online. A person using CAMEO sets up one or more harvesting accounts for collecting correct answers; these are then submitted in the user's master account for credit. The study has three main goals: Determining the prevalence of CAMEO, studying its detailed characteristics, and inferring the motivation(s) for using it. For the physics course that we studied, about 10% of the certificate earners used this method to obtain more than 1% of their correct answers, and more than 3% of the certificate earners used it to obtain the majority (>50%) of their correct answers. We discuss two of the likely consequences of CAMEO: jeopardizing the value of MOOC certificates as academic credentials, and generating misleading conclusions in educational research. Based on our study, we suggest methods for reducing CAMEO. Although this study was conducted on a MOOC, CAMEO can be used in any learning environment that enables students to have multiple accounts.

      PubDate: 2017-02-09T08:41:23Z
  • An inverted personalization effect when learning with multimedia: The case
           of aversive content
    • Abstract: Publication date: Available online 30 January 2017
      Source:Computers & Education
      Author(s): Tim Kühl, Steffi Zander
      The personalization principle states that students learn better with a personalized message than a nonpersonalized message. Whether the personalization principle holds true for instructional material that is emotionally aversive (in this case, content concerning cerebral hemorrhages) was investigated in two experiments (N = 77 in Experiment 1 and N = 71 in Experiment 2). The text for the nonpersonalized version was in a formal style, whereas the text for the personalized version was in a conversational style, where personal pronouns such as “you” and “your” were used. The results in both experiments showed that students experienced a general increase in state anxiety after learning with both instructional materials, but state anxiety was not significantly different between the experimental conditions. Concerning our main research question and regarding our expectations, the personalization principle did not hold true in either experiment for the emotionally aversive topic used in this study and was even inverted for transfer tasks, where students showed better performance when they learned with a nonpersonalized message compared to a personalized message.

      PubDate: 2017-02-04T10:59:03Z
  • A study of friending willingness on SNSs: Secondary school teachers’
    • Abstract: Publication date: Available online 27 January 2017
      Source:Computers & Education
      Author(s): Fu Wen Kuo, Wen Cheng, Shu Ching Yang
      This study examines the self-reported decision making behaviors of 435 Taiwanese in-service secondary school teachers regarding their willingness to accept friend requests on social network sites (SNSs) from different requesters (e.g., students with acquaintanceships of various durations, unknown/in-class/homeroom students and teaching colleagues with or without administrative roles). The study found that teachers made different friending decisions based on gender and on the identity of the requester but found no difference in teachers' basic roles. That is, male teachers reported greater willingness to friend unknown students, in-class students and administrative colleagues than did female teachers. Overall, non-administrative colleagues were the most acceptable, whereas unknown students were the most unfavorable requesters. The study also revealed that teachers' friending willingness varies with the joint effects of privacy concerns and relational (social intimacy, ethical concerns) and behavioral (Facebook use and protective behaviors) factors. A privacy paradox exists in teachers' willingness to friend homeroom students and non-administrative colleagues. Teachers have privacy concerns related to all five types of requesters, but they report fewer privacy concerns and more ethical concerns and social intimacy when friending in-class and homeroom students. However, these teachers employ privacy protection practices only when friending unknown and in-class students and administrative colleagues. When friending colleagues, intensive Facebook use was found to be the strongest predictor of teachers' friending willingness. The implications of these findings and suggestions for future research are discussed.

      PubDate: 2017-01-28T15:00:17Z
  • Closing the gap: Efficacy of a tablet intervention to support the
           development of early mathematical skills in UK primary school children
    • Abstract: Publication date: Available online 23 January 2017
      Source:Computers & Education
      Author(s): Laura A. Outhwaite, Anthea Gulliford, Nicola J. Pitchford
      The efficacy of a hand-held tablet technology intervention with learner-centred interactive software aimed at supporting the development of early maths skills was evaluated in four studies conducted in three UK primary schools. Immediate and sustained gains in mathematics were determined by comparing maths performance before, immediately after, and 5-months after the intervention. The impact of the child's first language, socio-economic status and basic cognitive skills (non-verbal intelligence, memory, processing speed and receptive vocabulary) on learning gains was also explored. In total, 133 pupils aged 4–6 years took part. Class teachers implemented the maths intervention for a specified period of time. Results showed significant immediate and sustained learning gains following the intervention, particularly for children identified as low-achievers. No significant effect of child's first language or socio-economic status was found but children with weaker memory skills demonstrated stronger learning gains. Overall, these findings indicate that tablet technology can provide a form of individualised effective support for early maths development, when software is age appropriate and grounded in a well-designed curriculum. Apps that incorporate repetitive and interactive features might help to reduce cognitive task demands, which could be particularly beneficial to low-achievers and could help to close the gap in early maths attainment from the start of primary school.

      PubDate: 2017-01-28T15:00:17Z
  • Technology-enhanced feedback for pupils and parents in finnish basic
    • Abstract: Publication date: Available online 23 January 2017
      Source:Computers & Education
      Author(s): Sanna Oinas, Risto Hotulainen, Mari-Pauliina Vainikainen
      Information and communication technology, ICT, permits various new modes of parent-teacher collaboration. In Finland, online ICT-based platforms are used in most municipalities for giving feedback to pupils and parents. Despite the importance of parent-teacher collaboration and its emphasis in the Finnish Core Curriculum, there are substantial obstacles for successful collaboration. Indeed, there is some variation in how ICT-based platforms are used, and concerns have been expressed in regarding the potential harmful effects of cumulative negative feedback some pupils seem to receive. However, no systematic analyses have been conducted regarding the nature and the accumulation of feedback using any of the available platforms in Finland. Therefore, the aim of this study is to explore how technology-enhanced feedback is utilised in Finnish schools and to determine what kind of feedback pupils and parents receive from their teachers using such ICT-based platforms. To arrive at the conclusions, the entire set of online communication registered in the most common feedback platform in one middle-sized municipality during one school year was analysed. Altogether, 704 teachers provided feedback for 7811 pupils in 211,003 separate actions during school year 2014–2015. The results show that first, both positive and negative feedback is given using the tool; second, boys receive more negative feedback than girls; and third, feedback is distributed unevenly among students so that negative feedback is concentrated to a relatively small number of pupils. Whereas the first two results confirm earlier knowledge, the third finding provides new insights into negative feedback accumulation. The results indicate that more specific guidelines for technology-enhanced feedback is needed to avoid unequal treatment of pupils and to prevent harmful effects of constant negative feedback from emerging.

      PubDate: 2017-01-28T15:00:17Z
  • Analyzing the educational design, use and effect of spatial games for
           cultural heritage: A literature review
    • Abstract: Publication date: Available online 17 January 2017
      Source:Computers & Education
      Author(s): Irini Malegiannaki, Τhanasis Daradoumis
      Integrating game-based approaches with learning constitutes a prevailing trend in education and training, applied in several domains, one of which is cultural heritage. The present paper attempts a literature review of such approaches developed in the cultural domain. It analyzes 34 games which intend to enable a physical or virtual interaction with a cultural place and its objects. The article focuses, first, on the game genres and game plots used to cope with cultural content and then it investigates the contexts of use in which games for culture are applied and the social relationships they create. Finally, given the need for a better understanding of games effectiveness for learning and training, we examine the reported outcomes of the reviewed games.

      PubDate: 2017-01-22T13:15:40Z
  • Measuring the adoption and integration of virtual patient simulations in
           nursing education: An exploratory factor analysis
    • Abstract: Publication date: Available online 12 January 2017
      Source:Computers & Education
      Author(s): A.J. Kleinheksel, Albert D. Ritzhaupt
      This study sought to develop a valid and reliable instrument to identify the characteristics of computer-based, interactive, and asynchronous virtual patient simulations that nurse educators identify as important for adoption, and the subsequent curricular integration strategies they employed. Once these factors were identified, this study also sought to explore any relationships between the influential features for adoption and the ways in which the adopted virtual patients are integrated. Data were collected with the Virtual Patient Adoption and Integration in Nursing (VPAIN) survey, which was completed by 178 nurse educators who were currently or had used virtual patient simulations. Both exploratory factor analysis and correlation analysis were conducted. Through exploratory factor analysis, 55.6% of the variance in the VPAIN adoption subscale data was accounted for by the nine adoption factors identified: Trustworthiness, Worldbuilding, Pedagogy, Differentiation, Encouragement, Clarity, Evaluation, Administrative Pressure, and Visibility. The factor analysis also identified five factors within the integration subscale, which accounted for 53.3% of the variance: Hour Replacement, Intensive Integration, Leveling, Preparation, and Benchmarking. A correlation analysis was conducted to identify relationships between the adoption and integration factors.

      PubDate: 2017-01-14T13:08:30Z
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
Home (Search)
Subjects A-Z
Publishers A-Z
Your IP address:
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-2016