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  Subjects -> EDUCATION (Total: 1755 journals)
    - ADULT EDUCATION (24 journals)
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    - E-LEARNING (22 journals)
    - EDUCATION (1466 journals)
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EDUCATION (1466 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 2)
(Pensamiento), (palabra) y obra     Open Access  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 5)
Academic Medicine     Full-text available via subscription   (Followers: 59)
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: 58)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 50)
Accounting & Finance     Hybrid Journal   (Followers: 46)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 17)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 4)
Across the Disciplines     Open Access   (Followers: 8)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 57)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 39)
Action Research     Hybrid Journal   (Followers: 40)
Active Learning in Higher Education     Hybrid Journal   (Followers: 306)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 12)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 148)
Adult Education Quarterly     Hybrid Journal   (Followers: 144)
Advanced Education     Open Access   (Followers: 6)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 22)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 6)
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: 5)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 1)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al-Jabar : Jurnal Pendidikan Matematika     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 19)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 13)
American Educational Research Journal     Hybrid Journal   (Followers: 142)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 29)
American Journal of Education     Full-text available via subscription   (Followers: 174)
American Journal of Educational Research     Open Access   (Followers: 57)
American Journal of Health Education     Hybrid Journal   (Followers: 29)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 2)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 3)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 14)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 19)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 33)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 14)
Asia Pacific Education Review     Hybrid Journal   (Followers: 10)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 19)
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: 19)
Asian Association of Open Universities Journal     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 11)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 5)
ASp     Open Access   (Followers: 2)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 127)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 15)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 36)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 16)
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: 7)
Australian Educational Computing     Open Access  
Australian Educational Researcher     Hybrid Journal   (Followers: 21)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 13)
Australian Journal of Career Development     Hybrid Journal   (Followers: 2)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 32)
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: 406)
Australian Journal of Teacher Education     Open Access   (Followers: 22)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 2)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 3)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 194)
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: 5)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 41)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 7)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 173)
British Journal of Educational Studies     Hybrid Journal   (Followers: 167)
British Journal of Educational Technology     Hybrid Journal   (Followers: 130)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 49)
British Journal of Special Education     Hybrid Journal   (Followers: 43)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 12)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 18)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
Cadernos de Educação, Tecnologia e Sociedade     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access   (Followers: 1)
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 94)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 9)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 8)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 14)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 7)
Canadian Journal of Higher Education     Open Access   (Followers: 23)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 15)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 10)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 20)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 15)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 6)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription  
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 2)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 27)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 16)
Children's Literature in Education     Hybrid Journal   (Followers: 8)
Chinese Education & Society     Full-text available via subscription   (Followers: 2)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 7)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 2)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 8)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clio y Asociados     Open Access  
CME     Hybrid Journal   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Cogent Education     Open Access   (Followers: 1)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 12)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 14)
Communication Education     Hybrid Journal   (Followers: 19)
Communication Methods and Measures     Hybrid Journal   (Followers: 11)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 8)
Community College Review     Hybrid Journal   (Followers: 7)
Community Development     Hybrid Journal   (Followers: 18)
Community Literacy Journal     Partially Free   (Followers: 2)
Comparative Education     Hybrid Journal   (Followers: 29)
Comparative Education Review     Full-text available via subscription   (Followers: 33)
Comparative Professional Pedagogy     Open Access   (Followers: 3)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 19)

        1 2 3 4 5 6 7 8 | Last

Journal Cover Computers & Education
  [SJR: 3.143]   [H-I: 109]   [138 followers]  Follow
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0360-1315
   Published by Elsevier Homepage  [3043 journals]
  • Exploring effects of discussion on visual attention, learning performance,
           and perceptions of students learning with STR-support
    • Abstract: Publication date: January 2018
      Source:Computers & Education, Volume 116
      Author(s): Wu-Yuin Hwang, Yung-Hui Li, Rustam Shadiev
      In this study, we aimed to explore effects of discussion on visual attention, learning performance, and perceptions of non-native English speaking students attending lectures in English in learning environments supported by Speech-to-Text Recognition (STR) system. One experiment was carried out with 60 students who were assigned into the control (n = 30) and experimental (n = 30) groups. Students in the control group attended lectures without discussing lectures content whereas students in the experimental group attended lectures and discussed lectures content. Our result showed that students in the experimental group had higher fixation time during two lectures compared to their counterparts in the control group. We also found that students in the experimental group had higher fixation count during the first lecture compared to the control group but there was no difference between the two groups in fixation count during the second lecture. Our results demonstrated that the experimental group outperformed the control group on both tests. In addition, most students in the two groups had high perceptions towards usefulness of STR-text for learning; however, no differences were found between the two groups in their perceptions towards STR-text. Based on our results, we suggest that learning activities, such as student discussion, need to be introduced during lectures in order to stimulate active learning, which in turn, enhances students’ learning and comprehension of lecturing content. Discussion may encourage and facilitate students to take more active role in their learning.

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

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

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

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

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

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

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

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

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

      PubDate: 2017-09-20T03:55:20Z
  • Editorial Board/Publication information
    • Abstract: Publication date: December 2017
      Source:Computers & Education, Volume 115

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

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

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

      PubDate: 2017-09-13T15:18:33Z
  • Principle-based design: Development of adaptive mathematics teaching
           practices and beliefs in a knowledge building environment
    • Abstract: Publication date: December 2017
      Source:Computers & Education, Volume 115
      Author(s): Huang-Yao Hong, Ching Sing Chai
      This study investigated teacher-education students' development of adaptive mathematics teaching practices and beliefs in an online knowledge building environment under principle-based design guidance. Participants were students who took a university course titled Middle-School Mathematics Teaching over a year. Data analyses focused on (a) students' collaborative lesson design activities as documented in an online database, (b) students' video-taped teaching practices, and (c) students’ mathematical beliefs using a survey. Correspondingly, the results indicate that the principle-based design guidance (a) was conducive in promoting reflective and collaborative knowledge work in the online community, (b) was likely to motivate the participants to progressively practice more adaptive teaching, and (c) facilitated their development towards more constructivist-oriented mathematical beliefs.

      PubDate: 2017-09-02T00:20:49Z
  • Re-designed flipped learning model in an academic course: The role of
           co-creation and co-regulation
    • Abstract: Publication date: December 2017
      Source:Computers & Education, Volume 115
      Author(s): Ina Blau, Tamar Shamir-Inbal
      In traditional flipped classroom (FC), learning of new content mostly occurs through watching videos and transferring information from instructor to students utilizing technological tools. The present study devised and examined a novel extension of the FC model. This model adds components that acknowledge the roles of instructor, learners, peer assessment, and embedded evaluation. Moreover, it highlights the value of technology and digital tools in supporting and enhancing active individual and collaborative learning, and the development of self-regulated strategies in in-class and out-of-class settings. The model was investigated in a qualitative study, which was conducted in a blended academic course, including synchronous and asynchronous lessons. The participants were 36 graduate students who were studying towards a Master Degree in Education. The paper analyzed learning experiences and their interpretations by the students. In contrast to traditional FC model, the findings revealed active learning of students in both in- and out-of-class settings that took place before, during, and after the lesson. The instructor promoted extensive independent learning, learning regulation, continuous dialogue and collaborative interactions among peers. The re-designed model highlights co-creation of the course content and of digital learning outcomes by students, self-regulation and teamwork co-regulation, which are rare in higher education.

      PubDate: 2017-09-02T00:20:49Z
  • The development and evaluation of a tablet painting application for
           enhancing the artistic expression skills of students through reflection
    • Abstract: Publication date: December 2017
      Source:Computers & Education, Volume 115
      Author(s): Tracy Kwei-Liang Ho, Huann-shyang Lin, Ching-Kong Chen, Ling Lee
      Researchers have been concerned about the deterioration of artistic creativity among children during primary schooling. While modern technologies offer considerable potential to address this issue, they have thus far been inadequate for providing the necessary foundation to nurture and enhance the artistic expression skills of students. This study assessed the effect of a tablet application (app) called “PresentAsian” designed with the unique ability to record the illustration drawing process including any manipulations in stroke parameters in addition to providing educational tutorials. An experimental study was conducted to compare the artistic expression and originality between students learning with reflection support and learning with direct teaching in replication. Students learning with reflection support demonstrated significantly higher scores not only in four skill subcomponents—brushwork diversity, brushwork fluency, wet/dry contrast and replication similarity—and overall replication skill, but also in the originality of brushwork. Using this tablet app for continuous analysis, synthesis and practice will allow students to acquire creative illustration skills. This study provides evidence that the continued development of creative modern technologies and apps utilizing these technologies in modern-day classrooms will cultivate and enrich the artistic expression skills of children.

      PubDate: 2017-09-02T00:20:49Z
  • Taiwanese high school teachers' conceptions of mobile learning
    • Abstract: Publication date: December 2017
      Source:Computers & Education, Volume 115
      Author(s): Wen-Min Hsieh, Chin-Chung Tsai
      This qualitative study describes the results of a phenomenographic analysis of teachers' conceptions of mobile learning. Fifteen senior high school (Grades 10–12) teachers from five schools in northern Taiwan involved in a national mobile learning program participated in this study. Data were collected through semi-structured interviews. Through data analysis, six qualitatively different conceptions of mobile learning were obtained: 1) meeting students' preferences, 2) conducting classes with efficiency, 3) invigorating and enhancing learning, 4) parting from traditional teaching, 5) focusing on student ownership, and 6) extending learning beyond school. The conception categories form a hierarchy and show a trajectory moving from teacher-/content-oriented to learner-/learning-oriented conceptions. In addition, technology was almost invisible in the more sophisticated conceptions. Finally, juxtaposing the conception categories with the replacement, amplification, and transformation framework revealed that teachers’ central ideas regarding mobile learning fell within the amplification category, suggesting the use of technology mainly to increase efficiency and productivity. It is concluded that for mobile devices to exert transformative power on learning, it might be necessary to cultivate the more sophisticated conceptions of mobile learning among teachers.

      PubDate: 2017-09-02T00:20:49Z
  • A comprehensive text analysis of lecture slides to generate concept maps
    • Abstract: Publication date: December 2017
      Source:Computers & Education, Volume 115
      Author(s): Thushari Atapattu, Katrina Falkner, Nickolas Falkner
      Current instructional methods widely support verbal learning through linear and sequential teaching materials, focusing on isolated pieces of information. However, an important aspect of learning design is to facilitate students in identifying relationships between information. The transformation of linearity in teaching resources into integrated network models such as concept maps facilitates effective knowledge organisation by constructing relationships between new and existing knowledge. However, the manual construction of concept maps from teaching materials places an additional workload on the academics involved. Consequently, this research investigates the effectiveness of automated approaches in extracting concept maps from lecture slides and the suitability of auto-generated concept maps as a pedagogical tool. We develop a set of Natural Language Processing (NLP) algorithms to support concept-relation-concept triple extraction to form concept maps. Structural and graph-based features are utilised to rank the triples according to their importance. The natural layout of the lecture slides is incorporated to organise the triples in a hierarchy, facilitating highly integrated structure. Our evaluation studies identify promising results, with several case studies demonstrating a statistically significant correlation (rs > 0.455) between auto-generated concept maps and human experts' judgment. Auto-generated concept maps were rated from ‘good’ to ‘very good’ by the academics on evaluation factors such as coverage, accuracy, and suitability as a pedagogical tool. Thus, auto-generated concept maps from this research can be utilised as a positive alternative to the manual construction of expert concept maps and further, it is possible to utilise these maps for a wider range of applications including knowledge organisation and reflective visualisation of course contents. Our research contributes to bridging the gap between linearity in teaching materials and the necessity of creating integrated network models from teaching resources.

      PubDate: 2017-09-02T00:20:49Z
  • A social network analysis on elementary student engagement in the
           networked creation community
    • Abstract: Publication date: December 2017
      Source:Computers & Education, Volume 115
      Author(s): Chen-Chung Liu, Yu-Chi Chen, Shu-Ju Diana Tai
      The recent development of social networking tools has enabled students to collaborate to learn in the social constructivists' approach. Yet, the learning process in the networked creation community involves complex dynamics of social networking activities between students to produce online artifacts. This study thus investigated how elementary students teamed and collaborated with peers to create multimedia stories and analyzed their engagement with social network analysis (SNA). This study confirmed that the free teaming between students had a positive impact on their engagement. The SNA also revealed that no particular gender showed higher popularity (in-degree centrality) and activeness (out-degree centrality) in the social network. However, students' knowledge level had a significant impact on their structural positions in the social network. Students of lower proficiency were more active in the social network while their knowledge level did not directly influence their popularity. Further triangulating the social network with students' perceptual engagement indicated that students’ structural positions in the social network significantly influenced their flow perception and motivation in the networked creation activity. The students who occupied the central position in the out-degree centrality perceived higher level perceptual engagement, while those who occupied the central positions in the in-degree centrality perceived lower level perceptual engagement. The implications of the educational practice are discussed and the direction for future studies is also addressed.

      PubDate: 2017-09-02T00:20:49Z
  • Studies of student engagement in gamified online discussions
    • Abstract: Publication date: December 2017
      Source:Computers & Education, Volume 115
      Author(s): Lu Ding, ChanMin Kim, Michael Orey
      This article presents two trial studies using the gamification approach in online discussions to increase student engagement. A gamified online discussion tool, gEchoLu, was designed and implemented. The first trial focused on examining student engagement in online discussions. The results indicated that gEchoLu had positive influences on student behavioral engagement, emotional engagement, and cognitive engagement. The second trial aimed to investigate the effect of specific game elements implemented in gEchoLu on student motivation and engagement in online discussions. Findings from the second trial suggested that badges, thumps-ups, progress bars, and avatars in gEchoLu promoted student engagement in online discussions. The limitations and implications are discussed.

      PubDate: 2017-09-02T00:20:49Z
  • What affects learner's higher-order thinking in technology-enhanced
           learning environments' The effects of learner factors
    • Abstract: Publication date: December 2017
      Source:Computers & Education, Volume 115
      Author(s): Jihyun Lee, Hyoseon Choi
      Higher-order thinking has long been confirmed as a critical predictor of success, both in academia and the workplace. Widespread endeavors to foster higher-order thinking have involved implementing instructional design interventions that engage learners in complicated cognitive activities. One representative design approach is the technology-enhanced learning environment (TEL), in which technological affordances are used to facilitate learners' higher-order thinking activities. For such design factors to work as intended, however, learner factors such as epistemological beliefs, attitudes toward technology use, and approaches to learning must lay the groundwork for the design intervention. This study investigated how learner factors interactively affected higher-order thinking in the contexts of TEL. A total of 487 undergraduates enrolled in various courses across seven universities in South Korea participated in this study. Structural equation modeling (SEM) revealed that learners' higher-order thinking was strongly and directly affected by deep learning approaches, but not by epistemological beliefs or attitudes toward technology use. Instead, these two factors indirectly affected higher-order thinking, mediated through the learner's deep learning approach. The theoretical and practical implications of the results for promoting higher-order thinking in TEL contexts are discussed.

      PubDate: 2017-09-02T00:20:49Z
  • Effects of different interactions on students' sense of community in
           e-learning environment
    • Abstract: Publication date: December 2017
      Source:Computers & Education, Volume 115
      Author(s): Nuan Luo, Mingli Zhang, Dan Qi
      While e-learning is increasingly being adopted, the issue of e-learning continuous usage has been an important task both in practice and in academia. Grounded in social exchange theory, this study aims to understand how interactions influence students' sense of community and continuous use intention of e-learning platform. A total of 643 students participated in this study. The results indicate that student-instructor interaction and student-student interaction significantly strengthen students' sense of membership and influence, in turn, promoting their stickiness with the e-learning platform. In addition, student-content interaction moderates the relationship between interactions among members and their sense of community. For online learning institutions, the results suggest that managers may need to provide relevant mechanisms to encourage interactions in e-learning platform for driving students' continuous usage.

      PubDate: 2017-09-02T00:20:49Z
  • Does gender stereotype threat in gamified educational environments cause
           anxiety' An experimental study
    • Abstract: Publication date: December 2017
      Source:Computers & Education, Volume 115
      Author(s): Josmario Albuquerque, Ig I. Bittencourt, Jorge A.P.M. Coelho, Alan P. Silva
      Gamification has been used by many researchers and practitioners in online education to increase students' motivation and engagement. However, studies showed that gamification elements also caused negative effects on learning. Moreover, recent investigations reported stereotype threat by gender had impacted students performance, in particular, the use of a male-dominant leaderboard affected women math performance. In this sense, we attained to conduct a hypothetical study to investigate whether gender stereotype threat in online gamified educational scenarios influences anxiety and performance. We conducted a three-stage survey where participants were asked indirectly about their anxiety, then they were redirected to a hypothetical online gamified system to solve a logic quiz. Afterward, their anxiety was assessed one more time in order to find out how much it had changed. We found evidence indicating the male-stereotyped environment affected participants’ anxiety.

      PubDate: 2017-09-02T00:20:49Z
  • “Sore eyes and distracted” or “excited and confident”' – The
           role of perceived negative consequences of using ICT for perceived
           usefulness and self-efficacy
    • Abstract: Publication date: December 2017
      Source:Computers & Education, Volume 115
      Author(s): Ronny Scherer, Ove E. Hatlevik
      Many adolescents feel confident about using information and communication technology (ICT) and believe that it can help them to learn and achieve. However, recent research also shows that some adolescents are reporting physical discomfort from using ICT such as sore eyes and pain in neck and shoulders. This paper explores how primary school students perceive the negative consequences of using ICT (i.e., discomfort and distraction) in relation to the use of ICT for school and leisure purposes, their self-beliefs, and the perceived usefulness of ICT. Using the data obtained from a large sample of Norwegian seventh-graders (N = 1,640, between 12 and 13 years old), we performed structural equation modelling to test our assumptions on the role of students' discomfort from using ICT. We hypothesized an indirect effects model, in which the use of ICT and students' beliefs are indirectly associated via perceived discomfort. Our findings are two-fold: First, discomfort from using ICT was negatively related to students’ use of ICT for leisure; yet neither to self-efficacy in using ICT nor perceived usefulness. In contrast, perceived distraction by ICT was negatively related to perceived usefulness, yet positively associated with ICT use in lessons. Second, the direct and positive relations among the use of ICT, perceived usefulness, and self-efficacy were statistically significant. These findings uncover that the potentially negative consequences of distraction relate to the extent to which students perceive ICT as useful.

      PubDate: 2017-09-02T00:20:49Z
  • Community playgroup social media and parental learning about young
           children's play
    • Abstract: Publication date: December 2017
      Source:Computers & Education, Volume 115
      Author(s): K. McLean, S. Edwards, H. Morris
      Although parents are active in social media the use of social media as a collaborative tool for parental learning about play is yet to be fully realised. Models for parental education including those that use social media, predominantly use top-down, deficit-based approaches to involving parents in learning about children's play. Increasing social media use by parents aligned with their participation in community playgroups suggests a powerful social situation for parental learning about play that is both collaborative and more connected to parents' life-worlds than traditional approaches. As an important first step to realising the pedagogical potential of social media for contributing to parental learning about play, this paper uses the socio-cultural concept of ‘learning activity’ to identify the nature of what parents are thinking about their children's play in community playgroup social media. The findings indicated that parents (N = 16) did have content knowledge of children's play-types and how these relate to learning. Importantly, the findings point to a transformational role for social media in parental education initiatives, which utilises the collaborative functionality of social media and situates parents positively as holding valuable knowledge that can be shared and extended upon with others via social media.

      PubDate: 2017-09-02T00:20:49Z
  • Editorial Board/Publication information
    • Abstract: Publication date: November 2017
      Source:Computers & Education, Volume 114

      PubDate: 2017-09-02T00:20:49Z
  • Integrating ICT into teacher education programs from a TPACK perspective:
           Exploring perceptions of university lecturers
    • Abstract: Publication date: December 2017
      Source:Computers & Education, Volume 115
      Author(s): Vicente Chua Reyes, Christine Reading, Helen Doyle, Sue Gregory
      Three distinct clusters were identified from a survey study of a sample of 127 unit coordinators from a regional Australian University. The clusters emerged after a survey that explored perceptions of pedagogical practices that incorporated the use of Information Communication and Technology (ICT). The key components of the survey were based on seven constructs derived from the Technological Pedagogical and Content Knowledge (TPACK). For future investigations of TPACK application in university contexts, a three-cluster configuration of teacher-practitioners is proposed that requires empirical confirmation. Alongside the theorised clusters of university lecturers according to their perceived engagement with ICT, several layers of technology policy disconnect have also been discovered. The relevance of the findings of the inquiry and their implications on universities that conduct ICT intensive courses are also discussed, especially in relation to improving teaching practices.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

      PubDate: 2017-06-29T02:43:36Z
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