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  Subjects -> EDUCATION (Total: 1696 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (22 journals)
    - EDUCATION (1413 journals)
    - HIGHER EDUCATION (114 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (27 journals)
    - SCHOOL ORGANIZATION (12 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1413 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 1)
(Pensamiento), (palabra) y obra     Open Access  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 5)
Academic Medicine     Full-text available via subscription   (Followers: 56)
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: 48)
Accounting & Finance     Hybrid Journal   (Followers: 44)
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: 235)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 11)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 142)
Adult Education Quarterly     Hybrid Journal   (Followers: 137)
Advanced Education     Open Access   (Followers: 4)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 23)
Advances in High Energy Physics     Open Access   (Followers: 20)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 4)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 2)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 4)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 1)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
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: 132)
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: 157)
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)
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: 32)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 14)
Asia Pacific Education Review     Hybrid Journal   (Followers: 9)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 18)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 11)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 18)
Asian Association of Open Universities Journal     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 12)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 6)
ASp     Open Access   (Followers: 1)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 123)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 35)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Tajdid : Jurnal Ilmu Tarbiyah     Open Access   (Followers: 2)
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 13)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 4)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 6)
Australian Educational Computing     Open Access  
Australian Educational Researcher     Hybrid Journal   (Followers: 19)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 12)
Australian Journal of Career Development     Hybrid Journal   (Followers: 2)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 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: 387)
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: 185)
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)
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)
BMC Medical Education     Open Access   (Followers: 42)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 7)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 165)
British Journal of Educational Studies     Hybrid Journal   (Followers: 131)
British Journal of Educational Technology     Hybrid Journal   (Followers: 123)
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: 37)
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     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  
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 98)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 8)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 13)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 5)
Canadian Journal of Higher Education     Open Access   (Followers: 23)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 14)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 9)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 17)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 14)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 6)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription  
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 2)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 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: 8)
Cogent Education     Open Access   (Followers: 1)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 12)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 14)
Communication Education     Hybrid Journal   (Followers: 19)
Communication Methods and Measures     Hybrid Journal   (Followers: 11)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 8)
Community College Review     Hybrid Journal   (Followers: 7)
Community Development     Hybrid Journal   (Followers: 17)
Community Literacy Journal     Partially Free   (Followers: 2)
Comparative Education     Hybrid Journal   (Followers: 27)
Comparative Education Review     Full-text available via subscription   (Followers: 32)
Comparative Professional Pedagogy     Open Access   (Followers: 2)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 19)
Computer Applications in Engineering Education     Hybrid Journal   (Followers: 6)

        1 2 3 4 5 6 7 8 | Last

Journal Cover Computers & Education
  [SJR: 3.143]   [H-I: 109]   [131 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0360-1315
   Published by Elsevier Homepage  [3042 journals]
  • Moving beyond the study of gender differences: An analysis of measurement
           invariance and differential item functioning of an ICT literacy scale
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Ove E. Hatlevik, Ronny Scherer, Knut-Andreas Christophersen
      Crafting a validity argument is crucial for the development of any assessment of ICT literacy. In about the context of studying gender differences in ICT literacy, it has therefore become essential to ensure that gender differences are not due to the existence of measurement bias, which might indicate that an assessment instrument used to measure ICT literacy operates differently for girls and boys. Hence, researchers need to gather evidence on the validity of such gender comparisons. The present study follows this line of research by investigating the overall measurement invariance at the construct level and the differential functioning of items across gender of an ICT literacy test. Based on the data obtained from a random sample of 919 Norwegian lower secondary school students (468 girls), multi-group confirmatory factor analysis showed that the test was invariant to a sufficient degree, and girls outperformed boys in the overall test score (β = 0.35, p < 0.001). Yet, differential item functioning existed for selected items. These results highlight the importance of testing for measurement invariance and differential item functioning that goes beyond the mere description of gender differences. Moreover, attention is brought back to the validity of ICT literacy assessments, and ways to improve these assessments are discussed.

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

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

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

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

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

      PubDate: 2017-06-11T12:25:55Z
       
  • Insights about large-scale online peer assessment from an analysis of an
           astronomy MOOC
    • Abstract: Publication date: October 2017
      Source:Computers & Education, Volume 113
      Author(s): Martin Formanek, Matthew C. Wenger, Sanlyn R. Buxner, Chris D. Impey, Tenzin Sonam
      In this work we investigate the peer grading assignments which were an integral part of the astronomy Massive Open Online Course (MOOC) (Astronomy: Exploring Time and Space) provided through Coursera from March to May 2015. Our general goal is to assess the role of peer graded assignments in such courses and how they contribute to students’ learning and motivation. In order to achieve this broad goal we look at the peer grading process from multiple perspectives. We present an analysis of demographics for peer grading participants and show how they are different from the general course population. We also look at different aspects of peer grading assignments such as lengths of essays, time spent grading, number of gradings performed, final grades and percentage of relevant videos watched. We compare these distributions for different assignments and also their correlations on a level of individual learners. We show that participation in the first peer graded assignment is the best predictor of completion for the course as a whole. Moreover, learners who did well on the first peer graded assignment show better engagement and do better in the course overall. Finally, we report on validity and reliability of peer graders as compared to instructor graders and trained undergraduate graders.

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


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

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

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

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

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

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

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

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

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

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

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

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

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

      PubDate: 2017-05-31T20:00:16Z
       
  • Robotics applications grounded in learning theories on tertiary education:
           A systematic review
    • Abstract: Publication date: September 2017
      Source:Computers & Education, Volume 112
      Author(s): Newton Spolaôr, Fabiane B.Vavassori Benitti
      Empirical evidence suggests the effectiveness of robotics as a learning complementary tool in tertiary education. In this context, some experiences benefited from the link between educational practice and theory. However, a comprehensive survey on initiatives that explores this link in universities and colleges is missing. This work systematically reviews quantitatively assessed robots applications, grounded in learning theories, in tertiary institutions. By applying a protocol review in different bibliographic databases, 15 papers were selected for synthesis. As a result, experiences developing non-robotic concepts and skills in universities and colleges were found. In most of the cases, Computer Science and Engineering undergraduate courses were involved. In addition, empirical results reported by the selected publications suggest that some literature proposals can be useful in practice. Based on the panorama obtained, this work also points out future directions for practitioners and researchers in education.

      PubDate: 2017-05-26T11:49:07Z
       
  • The role of cultural background in the personalization principle: Five
           experiments with Czech learners
    • Abstract: Publication date: September 2017
      Source:Computers & Education, Volume 112
      Author(s): Cyril Brom, Tereza Hannemann, Tereza Stárková, Edita Bromová, Filip Děchtěrenko
      Composing instructional texts in multimedia learning materials in a conversational style rather than a formal style can facilitate learning. We investigated whether a specific language/cultural background could present a boundary condition for this effect. In four experiments with a Czech sample (N = 278), we replicated a seminal experiment conducted on a US sample (with a short animation on the topic of lightning formation), which demonstrated a large effect size in favor of the instructional texts in the conversational style. In our four experiments, we varied between two types of audiences (a college and a high school audience) and two types of short animations (the original one and a complementary one). Instructional texts in a conversational style brought no overall advantage for the Czech audience (ηp 2 = .00; the high school audience: d = 0.48, 0.22; the college audience: d = −0.45, −0.04). Twenty-nine percent of participants who received the conversational instructional texts expressed explicit reservations regarding the style of the language. In the fifth supplementary experiment, Czech participants (N = 138) had to rate preferences on computer tutor’s printed statements. Direct rather than polite statements were preferred. Limited benefits of conversational/polite instructional texts for Czech learners are probably related to the generally more formal approach to education in the Czech Republic compared to the US schooling system. We also failed to find a link between several affective variables and learning outcomes; with the exception of a relationship of generalized positive affect, levels of flow and perceived difficulty to some of the learning outcomes.

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

      PubDate: 2017-05-16T23:09:19Z
       
  • The moderating roles of gender and social norms on the relationship
           between protection motivation and risky online behavior among in-service
           teachers
    • Abstract: Publication date: Available online 12 May 2017
      Source:Computers & Education
      Author(s): Hui-Lien Chou, Jerry Chih-Yuan Sun
      Online safety problems, such as computer virus infections, malicious software, phishing and personal data theft or leakage, have worsened in recent years and are often exacerbated by Internet users' thoughtless online behavior. In-service teachers, particularly those in compulsory education, constitute a population of Internet users that is seldom investigated. Nevertheless, teachers play a vital role in shaping adolescents' online safety behavior and can impart the concepts of online safety to students through their interactions in daily life. Consequently, the motivations for teachers' risky online behavior warrant further investigation. The findings of prior studies involving online safety behavior based on protection motivation theory (PMT) have been mixed, which suggests the existence of moderating factors. The present study recruited 505 in-service teachers and examined the moderating roles of gender and social norms based on PMT using a multigroup analysis. We also conducted qualitative interviews to corroborate the results of the statistical analysis. The results indicate that to prevent teachers from engaging in risky online behavior, it is necessary – but not sufficient – to enhance teachers’ skills in coping with online safety problems or to create a climate that encourages them to adopt protective measures. The role of coping self-efficacy varied with perceived social norms, and the function of perceived response efficacy was contingent on gender. The implications for the theoretical understanding of and practical suggestions for online safety education are discussed.

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

      PubDate: 2017-05-12T06:24:34Z
       
  • Editorial Board/Publication information
    • Abstract: Publication date: August 2017
      Source:Computers & Education, Volume 111


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

      PubDate: 2017-05-06T19:23:06Z
       
  • A comparative analysis of forums and wikis as tools for online
           collaborative learning
    • Abstract: Publication date: August 2017
      Source:Computers & Education, Volume 111
      Author(s): Michele Biasutti
      The current paper presents a comparative analysis of forums and wikis as tools for online collaborative learning. The comparison was developed analyzing the data collected during a collaborative experience in an asynchronous e-learning environment. The activities lasted five weeks and consisted of forum discussions and designing a project in a wiki environment. The research method included both quantitative and qualitative analyses. A quantitative comparison of forums and wikis was developed applying the coding scheme based on the following indicators: (1) inferencing, (2) producing, (3) developing, (4) evaluating, (5) summarizing, (6) organizing, and (7) supporting. The qualitative aspects were assessed using an open-ended questionnaire for collecting participants’ perspectives on the functionality of the collaborative tools. Results provided evidence of the different processes during the forum and wiki activities: processes such as inferencing, evaluating, organizing and supporting characterized forum discussions while wikis induced mainly processes of producing and developing. Different purposes were also evident: forums were useful for discussing, sharing ideas while wikis were used for developing a common collaborative document. In addition, the perceived time involved in performing the activities was different: forums were easier to access than wikis, while wikis required more time and were more difficult to use than forums. As a general conclusion it is not possible to state the superiority of one tool over another because each has its own characteristics and could be used with different purposes. Forums and wikis could have complementary functions and should be organized to complete each other for scaffolding students’ self-regulated strategies and learning. The findings are discussed in the framework of designing collaborative virtual courses with proper tool selection.

      PubDate: 2017-05-01T10:22:02Z
       
  • Teacher perceptions on the use of digital gamified learning in tourism
           education: The case of South African secondary schools
    • Abstract: Publication date: August 2017
      Source:Computers & Education, Volume 111
      Author(s): Asta Adukaite, Izak van Zyl, Şebnem Er, Lorenzo Cantoni
      With the global diffusion of digital gaming, there is an increasing call to establish to what extent games and their elements could be harnessed for learning and education. Most research in this field has been conducted in more economically advanced and developed regions, and there is a paucity of research in emerging country contexts. It is argued that gamification can be effectively utilised in these contexts to address learner engagement and motivation. The study investigated the extent to which six determined predictors (perceptions about playfulness, curriculum fit, learning opportunities, challenge, self-efficacy and computer anxiety) influence the advocacy to accept a gamified application by South African tourism teachers. Tourism education was selected for empirical study because of its popularity in developing countries and where the economy heavily depends on the sector. However, it is a highly under researched area. Data was obtained from 209 tourism teachers, and was tested against the research model using a structural equation modelling approach. Findings reveal that the constructs of perceived playfulness, curriculum fit have a positive, direct impact on the construct of behavioural intention. The exogenous constructs of challenge, learning opportunities, self-efficacy and computer anxiety have an indirect effect on behavioural intention via perceived playfulness or curriculum fit. The study may prove useful to educators and practitioners in understanding which determinants may influence the introduction of gamification into formal secondary education.

      PubDate: 2017-05-01T10:22:02Z
       
  • 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
       
  • 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
       
  • 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
       
  • 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
           education
    • 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
       
  • 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
       
  • 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
       
 
 
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