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  Subjects -> EDUCATION (Total: 1867 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (23 journals)
    - EDUCATION (1572 journals)
    - HIGHER EDUCATION (121 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (29 journals)
    - SCHOOL ORGANIZATION (13 journals)
    - SPECIAL EDUCATION AND REHABILITATION (35 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1572 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 2)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 2)
@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: 61)
Academic Psychiatry     Full-text available via subscription   (Followers: 23)
Academic Questions     Hybrid Journal   (Followers: 8)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 60)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 49)
Accounting & Finance     Hybrid Journal   (Followers: 50)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 17)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 5)
Across the Disciplines     Open Access   (Followers: 8)
Acta Didactica Norge     Open Access   (Followers: 1)
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 60)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 39)
Action Research     Hybrid Journal   (Followers: 45)
Active Learning in Higher Education     Hybrid Journal   (Followers: 267)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Administration & Society     Hybrid Journal   (Followers: 13)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 161)
Adult Education Quarterly     Hybrid Journal   (Followers: 148)
Advanced Education     Open Access   (Followers: 9)
Advances in Building Education     Open Access   (Followers: 3)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 26)
Advances in High Energy Physics     Open Access   (Followers: 18)
Advances in School Mental Health Promotion     Partially Free   (Followers: 8)
AERA Open     Open Access   (Followers: 7)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 3)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 1)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
Aksiologiya : Jurnal Pengabdian Kepada Masyarakat     Open Access  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 17)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 157)
American Journal of Business Education     Open Access   (Followers: 11)
American Journal of Distance Education     Hybrid Journal   (Followers: 30)
American Journal of Education     Full-text available via subscription   (Followers: 173)
American Journal of Educational Research     Open Access   (Followers: 60)
American Journal of Health Education     Hybrid Journal   (Followers: 30)
American Journal of Physics     Full-text available via subscription   (Followers: 53)
American String Teacher     Full-text available via subscription   (Followers: 1)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 2)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 10)
Annals of Modern Education     Full-text available via subscription   (Followers: 3)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 15)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 20)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 35)
Arts Education Policy Review     Hybrid Journal   (Followers: 5)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 16)
Asia Pacific Education Review     Hybrid Journal   (Followers: 11)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 21)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 12)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 21)
Asian Association of Open Universities Journal     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 14)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 5)
ASp     Open Access   (Followers: 2)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 137)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 40)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 19)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 5)
Australasian Journal of Special Education     Full-text available via subscription   (Followers: 7)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 4)
Australian Art Education     Full-text available via subscription   (Followers: 7)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 8)
Australian Educational Computing     Open Access   (Followers: 1)
Australian Educational Researcher     Hybrid Journal   (Followers: 23)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 14)
Australian Journal of Career Development     Hybrid Journal   (Followers: 3)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 33)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 7)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 9)
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: 436)
Australian Journal of Teacher Education     Open Access   (Followers: 21)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 6)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 4)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 233)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 6)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 4)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 42)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 8)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
BOSAPARIS : Pendidikan Kesejahteraan Keluarga     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 183)
British Journal of Educational Studies     Hybrid Journal   (Followers: 150)
British Journal of Educational Technology     Hybrid Journal   (Followers: 141)
British Journal of Music Education     Hybrid Journal   (Followers: 23)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 51)
British Journal of Special Education     Hybrid Journal   (Followers: 47)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 12)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 16)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
Cadernos de Educação, Tecnologia e Sociedade     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access   (Followers: 1)
Cadmo     Full-text available via subscription   (Followers: 1)
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Cakrawala Pendidikan     Open Access  
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 94)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 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: 15)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 8)
Canadian Journal of Higher Education     Open Access   (Followers: 24)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 16)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 10)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 18)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 16)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 4)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription   (Followers: 1)
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 3)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 30)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 16)
Children's Literature in Education     Hybrid Journal   (Followers: 10)
Chinese Education & Society     Full-text available via subscription   (Followers: 4)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 7)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 3)
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)

        1 2 3 4 5 6 7 8 | Last

Journal Cover Computers & Education
  [SJR: 3.143]   [H-I: 109]   [145 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0360-1315
   Published by Elsevier Homepage  [3175 journals]
  • The effects of a digital formative assessment tool on spelling
           achievement: Results of a randomized experiment
    • Authors: Janke M. Faber; Adrie J. Visscher
      Pages: 1 - 8
      Abstract: Publication date: July 2018
      Source:Computers & Education, Volume 122
      Author(s): Janke M. Faber, Adrie J. Visscher
      In this study, a randomized experimental design was used to examine the effects of a digital formative assessment tool on spelling achievement of third grade students (eight-to nine-years-olds). The sample consisted of 30 experimental schools (n = 619) and 39 control schools (n = 986). Experimental schools used a digital formative assessment tool, whereas control schools used their regular spelling instruction and materials. Data included standardized achievement pre-posttest data, the number of total assignments completed, and the percentage of adaptive assignments completed by students. Although the results did not show that the use of a digital formative assessment tool affected spelling achievement, the findings point to important issues upon which future research can build.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.03.008
      Issue No: Vol. 122 (2018)
       
  • Learning engagement and persistence in massive open online courses (MOOCS)
    • Authors: Yeonji Jung; Jeongmin Lee
      Pages: 9 - 22
      Abstract: Publication date: Available online 24 February 2018
      Source:Computers & Education
      Author(s): Yeonji Jung, Jeongmin Lee
      The purpose of this study was to investigate how to facilitate learners' engagement and persistence in massive open online courses (MOOCs). Specifically, this study used structural equation modeling to examine the structural relationships among academic self-efficacy, teaching presence, perceived usefulness, and perceived ease of use, learning engagement, and learning persistence in MOOCs. For the data analysis, we selected as the research subjects 306 learners who were taking MOOCs in South Korea. The results indicated that academic self-efficacy, teaching presence, and perceived usefulness had significant direct effects on learning engagement. Furthermore, teaching presence and perceived ease of use had direct effects on learning persistence. Finally, learning engagement had indirect effects on the relationships between academic self-efficacy, teaching presence, perceived usefulness, and learning persistence. These findings suggest implications for designing and developing effective instructional and learning strategies in MOOCs in terms of learners’ perceptions of themselves, instructors, and learning support systems.

      PubDate: 2018-02-26T10:56:54Z
      DOI: 10.1016/j.compedu.2018.02.013
      Issue No: Vol. 122 (2018)
       
  • Realistic details in visualizations require color cues to foster retention
    • Authors: Alexander Skulmowski; Günter Daniel Rey
      Pages: 23 - 31
      Abstract: Publication date: July 2018
      Source:Computers & Education, Volume 122
      Author(s): Alexander Skulmowski, Günter Daniel Rey
      Research on visualizations suggests that realism can be distracting and cognitively demanding, thereby lowering learning performance. These results have been explained using cognitive load theory, assuming that realistic details act as unnecessary mental load. Recent findings from disfluency research, however, imply that under certain circumstances harder-to-perceive learning materials are able to keep learners' attention focused and trigger them to invest more effort. We contrasted these conflicting results by assessing the role of realistic details on learning. For the study, we generated a fictional bone model and varied the level of arbitrary detail (low vs. high). As previous research has revealed positive effects of color coding on visual attention, we used color coding as a second experimental factor (with vs. without) and hypothesized that color coding will primarily help participants learning with a detailed model. We conducted a 2 × 2-factorial between-subjects study (n = 108) and found an interaction between the level of detail and color coding: Highly detailed renderings result in a high retention performance when color coding is available, while color coding on a low-detail model even lowered retention scores. These findings suggest that realistic visualizations require appropriate visual aids in order to be effective.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.03.012
      Issue No: Vol. 122 (2018)
       
  • A multilevel analysis of what matters in the training of pre-service
           teacher's ICT competencies
    • Authors: Jo Tondeur; Koen Aesaert; Sarah Prestridge; Els Consuegra
      Pages: 32 - 42
      Abstract: Publication date: July 2018
      Source:Computers & Education, Volume 122
      Author(s): Jo Tondeur, Koen Aesaert, Sarah Prestridge, Els Consuegra
      Few empirical studies investigate the impact of pre-service teachers' background and ICT profile in combination with the support they receive from their teacher training institution on their ICT competencies. Moreover, research focusing on preparing future teachers for ICT integration is generally limited to the impact of one single strategy. Therefore, the aim of this study was to test a model to explain pre-service teachers' perceived ICT competencies that integrates pre-service teachers' background characteristics (age and gender), their ICT profile (e.g., attitudes towards ICT) and the multiple strategies pre-service teachers experience in their teacher training institution: 1) using teacher educators as role models, 2) reflecting on the role of technology in education, 3) learning how to use technology by design, 4) collaboration with peers, 5) scaffolding authentic technology experiences, and 6) continuous feedback. Based on a survey among 931 final-year pre-service teachers in Flanders (Belgium), the multilevel analyses indicated a positive association between the strategies and pre-service teachers' ICT competencies. The more pre-service teachers perceive the occurrences of the strategies during their teacher education, the higher their perceived competence to use ICT for learning processes and to strengthen their instructional practice. Gender and age did not affect pre-service teachers' ICT competence for educational practice. Furthermore, the results revealed a positive impact of pre-service teachers’ attitudes towards ICT (in education) and ease of use, on their ICT competence for educational practice. These results can provide guidance for the preparation of pre-service teachers for the 21st century learning environments with new technologies.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.03.002
      Issue No: Vol. 122 (2018)
       
  • The mediation effects of gaming motives between game involvement and
           problematic Internet use: Escapism, advancement and socializing
    • Authors: Shan-Mei Chang; Grace M.Y. Hsieh; Sunny S.J. Lin
      Pages: 43 - 53
      Abstract: Publication date: July 2018
      Source:Computers & Education, Volume 122
      Author(s): Shan-Mei Chang, Grace M.Y. Hsieh, Sunny S.J. Lin
      The main purpose of this study was to examine the longitudinal mediation effects of multiple gaming motives from online game involvement to problematic Internet use (PIU). In terms of mediators, the present study included three specific gaming motivations - escapism, advancement, and socializing. A sample of 389 gamers participated in the study from freshman to junior college years. Gaming involvement was collected at the freshman year, motives at sophomore, and PIU at junior. Initially, the three gaming motives were examined separately for their longitudinal mediation effects in a series of single-mediator models. Next, the three motives were simultaneously included in a multiple-mediator model to compare the relative levels of their mediation effects from gaming involvement to PIU across a period of two years. In the multiple-mediator model, the most compelling results showed that escapism and advancement were positively associated with PIU, yet socializing was not; socializing failed to significantly predict later PIU. Also, the direct effect of gaming involvement on PIU was weak and failed to reach significant level, contradicting to the findings of previous cross-sectional studies. Many game players experience great pleasure from immersing themselves in a virtual world, and often to the extent of developing addictive symptoms. This phenomenon is referred to as “pull” effect which is considered comparable to the motive of “pursuing in-game advancement” in the present study. Conversely, frustrations or other negative experiences in real life might also bring about a “push” effect that tugs players into gaming. The motive of escapism from the real-life in this study resembles the so-called “push” effect. The authors suggest when gamers demonstrated social motive during game time, such as participating in a gamer community and collaborating with the others despite being socially withdrawn in real life, it would be less reasonably to be regarded as PIU. During game time, if gamers experience a temporary sense of well-being, it might help to vent their real-life frustration. However, an excessive use of this emotion-focused coping strategy might still increase the risk of PIU.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.03.007
      Issue No: Vol. 122 (2018)
       
  • Use of the ARCS model in education: A literature review
    • Authors: Kun Li; John M. Keller
      Pages: 54 - 62
      Abstract: Publication date: July 2018
      Source:Computers & Education, Volume 122
      Author(s): Kun Li, John M. Keller
      This article reviews empirical research on applying the Attention, Relevance, Confidence, and Satisfaction (ARCS) model to real educational settings, including computer-based learning approaches. This review focuses on three aspects: (1) how the ARCS model was applied to what specific educational settings; (2) what research methods were used; and (3) what outcomes were reported in these studies. Our findings indicate that the ARCS model was applied to a variety of countries and educational settings. The course component(s) in which the ARCS model was incorporated included single course component (e.g. course email), multiple course components, and other programs (e.g. specific software or game). Quantitative methods were used more than qualitative and mixed methods in these reviewed studies. Four major research outcomes were found in regard to participants’ affective domain, cognitive domain, learning behaviors, and psychological traits. We also summarized the studies in this review and provided future research directions. The latter includes applications of design-based research to educational problems that the ARCS model might address, especially in the context of computer-based learning.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.03.019
      Issue No: Vol. 122 (2018)
       
  • Mental effort detection using EEG data in E-learning contexts
    • Authors: Fu-Ren Lin; Chien-Min Kao
      Pages: 63 - 79
      Abstract: Publication date: July 2018
      Source:Computers & Education, Volume 122
      Author(s): Fu-Ren Lin, Chien-Min Kao
      E-learning becomes an alternative learning mode since the prevalence of the Internet. Especially, the advance of MOOC (Massive Open Online Course) technology enables a course to enroll tens of thousands of online learners. How to improve learners' online learning experiences on MOOC platforms becomes a crucial task for platform providers. In this research, based on Cognitive Load Theory, we built a system to capture and tag a user's mental states while s/he is watching online videos with a commercial EEG device, and used different normalization schemes and time window lengths to process EEG signals recorded from the EEG device. Finally, we adopted different supervised learning algorithms to train and test the classifiers, and then evaluated their classification performance. The results show that the proposed approach can effectively process EEG data to train classifiers, which achieve high accuracy, precision and recall rates compared with those of previous studies. This system can effectively facilitate users' self-awareness of mental efforts in online learning contexts to enable the automatic feedback in synchronous and asynchronous learning contexts, especially taking MOOCs as an example.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.03.020
      Issue No: Vol. 122 (2018)
       
  • Understanding students’ preferences toward the smart classroom learning
           environment: Development and validation of an instrument
    • Authors: Jason MacLeod; Harrison Hao Yang; Sha Zhu; Yanhong Li
      Pages: 80 - 91
      Abstract: Publication date: July 2018
      Source:Computers & Education, Volume 122
      Author(s): Jason MacLeod, Harrison Hao Yang, Sha Zhu, Yanhong Li
      This article presents the rationale for developing an instrument and initial evidence of validity and reliability in a higher education context. The 40-item instrument measures students' preferences toward the smart classroom learning environment from eight constructs that are characteristic for this environment, including: Student Negotiation, Inquiry Learning, Reflective Thinking, Ease of Use, Perceived Usefulness, Multiple Sources, Connectedness, and Functional Design. Data was purposely collected from a group of 462 college students enrolled in at least one smart classroom course during the time of this study. The results showed no difference in preferences between genders and concluded that the instrument was a valid and reliable tool for measuring college students’ preferences toward a smart classroom learning environment.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.03.015
      Issue No: Vol. 122 (2018)
       
  • Unfamiliar technology: Reaction of international students to blended
           learning
    • Authors: P.W.C. Prasad; Angelika Maag; Margaret Redestowicz; Lau Siong Hoe
      Pages: 92 - 103
      Abstract: Publication date: July 2018
      Source:Computers & Education, Volume 122
      Author(s): P.W.C. Prasad, Angelika Maag, Margaret Redestowicz, Lau Siong Hoe
      This study enquires into learners’ behavioural intentions towards the use of a blended learning program designed for post-graduate international IT students. The aim of this research is to develop a testing mechanism to measure the extent to which international students have built up digital capital. We use the unified theory of acceptance and use of technology (UTAUT) as a framework for this investigation, built around social influence (behavioural intention) performance and effort expectancy (attitude), and facilitating conditions (ease and usefulness), using a critical theoretical approach. We further attempt to understand whether motivation for engagement with blended learning comes from intrinsic or extrinsic sources. For this study, 95 Project Management students were introduced to a blended learning approach using Blackboard, a Learning Management System. Following an introductory session, data on attitude, social influence and facilitating conditions was gathered. Hierarchical multiple regressions were used to assess the influence of each variable in determining first behavioural intentions and latter attitude towards blended learning. This study contributes to the body of knowledge through identifying that social influence has a strong impact on both performance and effort expectation as well as behavioural intentions. This suggests that, overall, the social environments from which the cohort originated provided sufficient economic, social and cultural capital to also develop some digital capital.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.03.016
      Issue No: Vol. 122 (2018)
       
  • On the Nth presence for the Community of Inquiry framework
    • Authors: Kadir Kozan; Secil Caskurlu
      Pages: 104 - 118
      Abstract: Publication date: July 2018
      Source:Computers & Education, Volume 122
      Author(s): Kadir Kozan, Secil Caskurlu
      The purpose of the present study was to provide a comprehensive and descriptive review of the earlier research done on the refinement of the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000, 2001, 2010) that has greatly influenced both research and practice in online education so far. To this end, the current review included peer-reviewed journal articles only by handling them both individually and determining their common theoretical and methodological aspects. The results revealed that previous research produced very significant insights into the revision of the framework by producing four new presence types and seven presence dimensions. However, there were some theoretical, methodological and empirical gaps that need to be addressed in the future. Specifically speaking, these gaps ranged from addressing certain educational contexts to focusing on statistical significance only in some of earlier research. Accordingly, all the findings led to the conclusion that addressing the existing gaps in further research would enrich our understanding of the Community of Inquiry framework thereby adding to the contributions of previous revision studies done on it and positively impacting online learning research and practice.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.03.010
      Issue No: Vol. 122 (2018)
       
  • Visual learning analytics of educational data: A systematic literature
           review and research agenda
    • Authors: Camilo Vieira; Paul Parsons; Vetria Byrd
      Pages: 119 - 135
      Abstract: Publication date: July 2018
      Source:Computers & Education, Volume 122
      Author(s): Camilo Vieira, Paul Parsons, Vetria Byrd
      We present a systematic literature review of the emerging field of visual learning analytics. We review existing work in this field from two perspectives: First, we analyze existing approaches, audiences, purposes, contexts, and data sources—both individually and in relation to one another—that designers and researchers have used to visualize educational data. Second, we examine how established literature in the fields of information visualization and education has been used to inform the design of visual learning analytics tools and to discuss research findings. We characterize the reviewed literature based on three dimensions: (a) connection with visualization background; (b) connection with educational theory; and (c) sophistication of visualization(s). The results from this systematic review suggest that: (1) little work has been done to bring visual learning analytics tools into classroom settings; (2) few studies consider background information from the students, such as demographics or prior performance; (3) traditional statistical visualization techniques, such as bar plots and scatter plots, are still the most commonly used in learning analytics contexts, while more advanced or novel techniques are rarely used; (4) while some studies employ sophisticated visualizations, and some engage deeply with educational theories, there is a lack of studies that both employ sophisticated visualizations and engage deeply with educational theories. Finally, we present a brief research agenda for the field of visual learning analytics based on the findings of our literature review.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.03.018
      Issue No: Vol. 122 (2018)
       
  • Learner support in MOOCs: Identifying variables linked to completion
    • Authors: Elena Barberà Gregori; Jingjing Zhang; Cristina Galván-Fernández; Francisco de Asís Fernández-Navarro
      Pages: 153 - 168
      Abstract: Publication date: July 2018
      Source:Computers & Education, Volume 122
      Author(s): Elena Barberà Gregori, Jingjing Zhang, Cristina Galván-Fernández, Francisco de Asís Fernández-Navarro
      This study investigated learner support strategies that enable the success and completion of Massive Open Online Courses (MOOCs). It examined five MOOCs categorised into three groups according to their pedagogical approach and used in different learning settings: formal MOOCs, conventional MOOCs and professional MOOCs. A total of 4,202,974 units of variables (student behaviours and MOOC features) were analysed using Semi-Supervised Extreme Learning Machine (SSELM) and Global Sensitivity Analysis. In this study, the use of SSELM was compared to the state-of-art models (e.g. ELM, KELM, OP-ELM, PCA-ELM), and SSELM yielded 97.24% accuracy. Using unlabelled students helped improve the learning accuracy for the model, which confirms that SSELM is a good model to predict completion in MOOCs, considering the difficulty of labelling students in such an open and flexible learning environment. The findings show that designers and teachers should pay special attention to their students during the second quartile of the course (independently of the type of MOOC). The teachers’ presence during the course, his or her interactions with students and the quality of the videos presented are significant determinants of course completion.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.03.014
      Issue No: Vol. 122 (2018)
       
  • Demographic data of MOOC learners: Can alternative survey deliveries
           improve current understandings'
    • Authors: Karmijn van de Oudeweetering; Orhan Agirdag
      Pages: 169 - 178
      Abstract: Publication date: July 2018
      Source:Computers & Education, Volume 122
      Author(s): Karmijn van de Oudeweetering, Orhan Agirdag
      Although demographic data in Massive Open Online Courses (MOOCs) have regularly been reported, these data are mainly retrieved through email-based surveys with very low response rates. This indicates an increased risk of misrepresentation. This study examined whether a survey embedded in the MOOC environment could yield higher response rates, could affect the representation of demographics and influence the estimated effects of demographics on learning outcomes. In six MOOCs, learners (N = 3834) were randomly assigned to receive a demographic survey only by email or to receive the embedded survey too. Results showed that the inclusion of the embedded survey caused response to increase from 6.9% to 61.5%. Although survey delivery barely affected the representation of demographics, it did influence the estimated effects of parental education and country of residence on learning outcomes. The findings raise awareness about the importance of survey delivery for response rates and data quality in MOOCs.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.03.017
      Issue No: Vol. 122 (2018)
       
  • An exploratory study of blending the virtual world and the laboratory
           experience in secondary chemistry classrooms
    • Authors: Georgia Wood Hodges; Lu Wang; Juyeon Lee; Allan Cohen; Yoonsun Jang
      Pages: 179 - 193
      Abstract: Publication date: July 2018
      Source:Computers & Education, Volume 122
      Author(s): Georgia Wood Hodges, Lu Wang, Juyeon Lee, Allan Cohen, Yoonsun Jang
      Research suggests that serious educational games may support learning of microscopic phenomena by making the invisible visible. The current study presents a novel instructional approach that blends a traditional lab experience with a serious educational game (SEG) to engage students with the hands-on laboratory experience while examining the molecular level mechanisms that cause the phenomena. We conducted a mixed methods study to examine teacher use of the blended reality environment (BRE) that utilizes a real-time data capture system and the learning gains associated with use of the BRE with chemistry students (n = 578) in a public high school in the southeast. The results demonstrate that students who experienced the blended reality environment (a) experienced significantly higher learning gains than students who experienced the business as usual (BAU) condition and (b) improved on specific scientific practices outlined in the Next Generation Science Standards (NGSS) by practicing science skills in an authentic environment as scientists do. Analysis also reveals the explanatory power of examining student interaction within the BRE. Thematic analysis of teacher interviews identified three strengths of the BRE environment: (a) a coherent explanation of scientific phenomena, (2) an authentic science inquiry, and (3) a connection between the student and teacher within the learning environment.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.03.003
      Issue No: Vol. 122 (2018)
       
  • Learning communities in the crowd: Characteristics of content related
           interactions and social relationships in MOOC discussion forums
    • Authors: Alyssa Friend Wise; Yi Cui
      Pages: 221 - 242
      Abstract: Publication date: July 2018
      Source:Computers & Education, Volume 122
      Author(s): Alyssa Friend Wise, Yi Cui
      This mixed method study used social network analysis (SNA) and inductive qualitative analysis to compare social relationships and the underlying interactions they represent in discussions related and unrelated to the learning of course content in a statistics MOOC. It additionally examined the impact of how social relationships are conceptualized (via network tie definition) on resultant network structures and properties. Using a previously developed natural language classifier, 817 threads containing 3124 discussion posts from 567 forum participants were characterized as either related to the course content or not. Content, non-content, and overall interaction networks were constructed based on five different tie definitions: Direct Reply, Star, Direct Reply + Star, Limited Copresence, and Total Copresence. Results showed network properties were robust to differences in tie definition with the notable exception of Total Copresence. Comparison of content and non-content networks showed key differences at the network, community, and node (individual) levels. The two networks consisted of largely different people, and participants in the content network and communities had more repeated interactions with a larger number of peers. Analysis of the contributing threads helped to explain factors leading to some of these differences, showing the content discussions to be more diverse and complex in their communication purposes, conversation structures, and participants' interaction techniques. Within content discussions, the network of learners surrounding each of the two instructors showed distinct characteristics that appeared related to the instructor's facilitation approach. Finally, a group of learners tightly connected to each other through content discussions showed nascent learning community-like characteristics. This work contributes to the literature by (1) deepening understanding of MOOC discussion learning processes; (2) drawing connections between network structures and specific discussion practices; (3) providing evidence demonstrating the importance of separately examining content and non-content discussions; and (4) drawing attention to the empirical impact of the choice of tie definition in SNA studies of MOOC forums.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.03.021
      Issue No: Vol. 122 (2018)
       
  • Enhancing student learning experience with technology-mediated
           gamification: An empirical study
    • Authors: Crystal Han-Huei Tsay; Alexander Kofinas; Jing Luo
      Pages: 1 - 17
      Abstract: Publication date: Available online 31 January 2018
      Source:Computers & Education
      Author(s): Crystal Han-Huei Tsay, Alexander Kofinas, Jing Luo
      We evaluated the use of gamification to facilitate a student-centered learning environment within an undergraduate Year 2 Personal and Professional Development (PPD) course. In addition to face-to-face classroom practices, an information technology-based gamified system with a range of online learning activities was presented to students as support material. The implementation of the gamified course lasted two academic terms. The subsequent evaluation from a cohort of 136 students indicated that student performance was significantly higher among those who participated in the gamified system than in those who engaged with the nongamified, traditional delivery, while behavioral engagement in online learning activities was positively related to course performance, after controlling for gender, attendance, and Year 1 PPD performance. Two interesting phenomena appeared when we examined the influence of student background: female students participated significantly more in online learning activities than male students, and students with jobs engaged significantly more in online learning activities than students without jobs. The gamified course design advocated in this work may have significant implications for educators who wish to develop engaging technology-mediated learning environments that enhance students’ learning, or for a broader base of professionals who wish to engage a population of potential users, such as managers engaging employees or marketers engaging customers.

      PubDate: 2018-02-05T07:47:05Z
      DOI: 10.1016/j.compedu.2018.01.009
      Issue No: Vol. 121 (2018)
       
  • The effects of metacognition on online learning interest and continuance
           to learn with MOOCs
    • Authors: Ya-hsun Tsai; Chien-hung Lin; Jon-chao Hong; Kai-hsin Tai
      Pages: 18 - 29
      Abstract: Publication date: June 2018
      Source:Computers & Education, Volume 121
      Author(s): Ya-hsun Tsai, Chien-hung Lin, Jon-chao Hong, Kai-hsin Tai
      Developments in technology have made online teacher training applicable to MOOCs, but the validation of MOOCs presents some challenges, including the high dropout rate and low continuance intention to learn via MOOCs. The purpose of this study is to propose a unified model integrating metacognition and learning interest to investigate continuance intention to learn via MOOCs. Data of 126 respondents were collected and subjected to confirmatory factor analysis. Furthermore, the relationships were tested with structural equation modeling and the results revealed that metacognition was positively related to three levels of learning interest (i.e., liking, enjoyment, and engagement). The three levels of learning interest were positively related to continuance intention to use MOOCs. The findings imply that enhancing learners' metacognition can contribute to increased online learning interest and continuance to learn with MOOCs, thereby reinforcing the benefits of developing teacher training programs via MOOCs.

      PubDate: 2018-02-26T10:56:54Z
      DOI: 10.1016/j.compedu.2018.02.011
      Issue No: Vol. 121 (2018)
       
  • A model of factors affecting learning performance through the use of
           social media in Malaysian higher education
    • Authors: Waleed Mugahed Al-Rahmi; Norma Alias; Mohd Shahizan Othman; Victoria I. Marin; Gemma Tur
      Pages: 59 - 72
      Abstract: Publication date: June 2018
      Source:Computers & Education, Volume 121
      Author(s): Waleed Mugahed Al-Rahmi, Norma Alias, Mohd Shahizan Othman, Victoria I. Marin, Gemma Tur
      This study attempted to mitigate the gap in literature concerning the use of social media for active collaborative learning and engagement and its effect on the research students' learning performance in the context of Malaysia. A questionnaire based on Constructivism Theory and the Technology Acceptance Model was employed as the main data collection method, which was distributed to 723 research students in five Malaysian research universities. Based on the obtained results, male and female students' satisfaction of social media use for collaborative learning and engagement positively affected their learning performance, although in the case of females, they were not fully satisfied with perceived ease of use and usefulness. The study concludes that overall, active collaborative learning and engagement through social media enriches the learning activities of students and facilitates group discussions, and hence, their use should be encouraged in learning and teaching processes in higher education institutions.

      PubDate: 2018-02-26T10:56:54Z
      DOI: 10.1016/j.compedu.2018.02.010
      Issue No: Vol. 121 (2018)
       
  • Applying game mechanics and student-generated questions to an online
           puzzle-based game learning system to promote algorithmic thinking skills
    • Authors: Chih-Chao Hsu; Tzone-I. Wang
      Pages: 73 - 88
      Abstract: Publication date: June 2018
      Source:Computers & Education, Volume 121
      Author(s): Chih-Chao Hsu, Tzone-I. Wang
      Algorithmic thinking is a core skill for constructing algorithms to solve problems and for understanding computer science. The purpose of this study was to examine the effects of using game mechanics and a student-generated questions strategy to promote algorithmic thinking skills in an online puzzle-based game learning system. An online puzzle-based game learning system, TGTS (Turtle Graphics Tutorial System), was developed to help students learn algorithmic thinking skills by allowing them to solve puzzles. A quasi-experiment was conducted to examine the effectiveness of using game mechanics alone and using game mechanics plus a student-generated questions strategy. Nine fourth-grade elementary classes (n = 242) were used to form three treatment groups, including one without game mechanics, one using game mechanics, and one using game mechanics plus a student-generated questions strategy. The results indicate that TGTS with game mechanics significantly enhanced algorithmic thinking skills and puzzle-solving performance. Furthermore, although TGTS with game mechanics plus the student-generated questions strategy is less effective than TGTS with only game mechanics in puzzle solving, it is in fact more effective in enhancing the algorithmic thinking skills. Additionally, this study demonstrated that TGTS with game mechanics plus the student-generated questions strategy can enhance students' engagement experiences and willingness to participate. This study can be a reference for designing learning activities and developing an online puzzle-based game learning system to promote students’ learning of algorithmic thinking skills.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.02.002
      Issue No: Vol. 121 (2018)
       
  • AugmentedWorld: Facilitating the creation of location-based questions
    • Authors: Miri Barak; Shadi Asakle
      Pages: 89 - 99
      Abstract: Publication date: Available online 24 February 2018
      Source:Computers & Education
      Author(s): Miri Barak, Shadi Asakle
      This paper presents AugmentedWorld, an open and adaptive location-based platform, designed to facilitate the creation of multimedia-rich questions while connecting scientific topics to relevant locations, real-world applications, and learners' daily life. Prior to its implementation in schools, we conducted a study among 98 prospective science teachers to examine the quality of location-based questions and participants' epistemic views. Data were collected through encoding of questions' quality, participants' grades, and semi-structured interviews. The findings indicated medium results for the quality of location-based questions, with multimedia design as the weakest feature. The participants' early experience in exam-writing and gender were found as significant predictors of the quality of questions. In addition, the data indicated a significant relationship between the questions' quality and participants' technological and pedagogical knowledge. Four competencies were identified with reference to the educational importance of location-based questions: contextualization, creativity, critical thinking, and information and communication technology (ICT) literacy. The current study underlines the importance of location-based questions as a form of learning and alternative assessment.

      PubDate: 2018-02-26T10:56:54Z
      DOI: 10.1016/j.compedu.2018.02.014
      Issue No: Vol. 121 (2018)
       
  • How feedback provided by voluntary electronic quizzes affects learning
           outcomes of university students in large classes
    • Authors: Manuel Förster; Constantin Weiser; Andreas Maur
      Pages: 100 - 114
      Abstract: Publication date: June 2018
      Source:Computers & Education, Volume 121
      Author(s): Manuel Förster, Constantin Weiser, Andreas Maur
      In view of the increasing number of university students attending large statistics classes as a requirement for their degree courses, the use of an online learning environment is indispensable for delivering immediate and frequent feedback. However, results of research on the value of technological tools and blended courses in various academic disciplines are not consistent and only point to minimal effects on academic achievement. To fill this gap, in this study, participation in optional electronic quizzes and its effects on exam grades in large statistics classes depending on gender and previous statistics- and mathematics-related abilities are investigated. Overall, participation in the electronic quizzes yielded a positive effect on final grades. However, particularly the groups who participated less in the electronic quizzes – i.e. poor performing students and males - benefitted more from quiz participation than high performing and female students. The large variability in effect sizes of feedback on performance suggests that additional moderators such as specific situation- and task-related characteristics and individual affective preconditions such as effort, motivation, and self-esteem should be analyzed in future research.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.02.012
      Issue No: Vol. 121 (2018)
       
  • Are digital natives open to change' Examining flexible thinking and
           resistance to change
    • Authors: Miri Barak
      Pages: 115 - 123
      Abstract: Publication date: June 2018
      Source:Computers & Education, Volume 121
      Author(s): Miri Barak
      The goal of this study was to examine university students' flexible thinking and resistance to change (as an opposite trait) according to their expertise in information and communication technology (ICT). An exploratory study was conducted, wherein an online questionnaire was administered to undergraduates (N = 679) from two higher education institutions. The findings show that undergraduates who are inclined to adapt to new learning situations are less likely to seek routine, react emotionally, and have short-term focus. The findings also indicated that technology proficient students are more likely to be flexible in thought and less inclined to resist change than those who are less technology savvy. Moreover, technology proficient students who prefer to learn in collaboration reported the highest inclination to think flexibly. This may indicate the importance of integrating collaborative technology as means for facilitating flexible thinking; thus preparing higher education students to a world of online communication and teamwork.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.01.016
      Issue No: Vol. 121 (2018)
       
  • Multivariate characterization of university students using the ICT for
           learning
    • Authors: María-Concepción Vega-Hernández; María-Carmen Patino-Alonso; María-Purificación Galindo-Villardón
      Pages: 124 - 130
      Abstract: Publication date: June 2018
      Source:Computers & Education, Volume 121
      Author(s): María-Concepción Vega-Hernández, María-Carmen Patino-Alonso, María-Purificación Galindo-Villardón
      The new European training model has led to innovations in Higher Education as the incorporation of Information and Communication Technology (ICT) to learning processes. Each student learns in a different way and therefore the ways of studying are very relevant in the academic development. This fact has revealed the need for the use of ICT in the university environment. It has been a quantitative research using the questionnaire REATIC using a sample (N = 2117) of students from the five areas of knowledge at the University of Salamanca, to know the use and opinion they have about ICT in their learning. The results presented students management above all basic and personal interrelation programs, search engines in the network, online video portals and virtual libraries. They value the help and importance of ICT in their learning process and consider positively them as relevant tools. The results showed significant differences in the use and consideration of ICT in the five areas of knowledge. Health Sciences students present the highest preference level in use of ICT. Four well-differentiated clusters were identified by applying the factor analysis to obtain a multivariate characterization of the students: One was formed by students with a medium-low level of ICT consideration and use, another by the graduates with a high level of ICT consideration and use, to a third consisting of students with a medium-high level of ICT consideration and use and to final covering students with low level of ICT consideration and medium-low level of ICT use.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.03.004
      Issue No: Vol. 121 (2018)
       
  • Development and measurement validity of an instrument for the impact of
           technology-mediated learning on learning processes
    • Authors: Sufen Wang; Kejing Zhang; Ming Du; Zhijun Wang
      Pages: 131 - 142
      Abstract: Publication date: June 2018
      Source:Computers & Education, Volume 121
      Author(s): Sufen Wang, Kejing Zhang, Ming Du, Zhijun Wang
      Technology-mediated learning (TML) has turned out to be essential in classroom in higher education. How to evaluate the effect of TML has become a critical issue in research and practice. Yet, there exists very little understanding of how to measure the effect of TML on learning process. The existing research results are difficult to be used in teaching design. This paper develops an instrument as a diagnostic tool to comprehensively evaluate the effect of TML on learning process. This instrument focuses on the relationship among IT, cognitive information processing, and instructional process. Based on cognitive information processing theory and Gagné’s instructional theory, definition and measurement of 8 constructs are identified and designed. In a sample of 181 undergraduates in nine majors, the study finds that this instrument has higher reliability, better convergent validity and discriminant validity. This instrument can help provide rich information about whether and how TML affects instructional events and learning activities effectively. At the same time, it can be a guiding tool for more effective applications of TML in instructional event design.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.03.006
      Issue No: Vol. 121 (2018)
       
  • Teachers as digital citizens: The influence of individual backgrounds,
           internet use and psychological characteristics on teachers’ levels of
           digital citizenship
    • Authors: Moonsun Choi; Dean Cristol; Belinda Gimbert
      Pages: 143 - 161
      Abstract: Publication date: June 2018
      Source:Computers & Education, Volume 121
      Author(s): Moonsun Choi, Dean Cristol, Belinda Gimbert
      The purpose of this study is to identify factors that influence teachers' levels of digital citizenship, defined in terms of individuals' thinking, skills, and behaviors with regard to Internet use. Variables included: (1) teachers' individual backgrounds (age, gender, years of work experience, years of teaching experience, subject, and teaching level); (2) Internet use (where to obtain information, the main purpose of using the Internet, and use of SNSs for teaching); and (3) psychological characteristics (Internet self-efficacy and Internet anxiety). The study unfolded in four phases. First, an in-depth literature view identified a need to study classroom teachers' perception of themselves as digital citizens in relation to use of the Internet. Next, 348 in-service classroom teachers were recruited from high need, hard to staff U.S. school district and completed a validated survey. Then, descriptive, correlation, and multiple regression analyses revealed three findings: (1) teachers demonstrated relatively lower levels of two Digital Citizenship sub-factors, Internet Political Activism and Critical Perspective; (2) there was a strong relation between Internet self-efficacy and Digital Citizenship; and (3) three variables (years of work experience, use of SNSs for teaching, and Internet self-efficacy) significantly influenced teachers’ perceptions of digital citizenship. Last, this study offers recommendations to equip educators with knowledge, skills, and behaviors as digital citizens in the current digital and global age.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.03.005
      Issue No: Vol. 121 (2018)
       
  • Teaching in a Digital Environment (TIDE): Defining and measuring teachers'
           capacity to develop students' digital information and communication skills
           
    • Authors: Magdalena Claro; Alvaro Salinas; Tania Cabello-Hutt; Ernesto San Martín; David D. Preiss; Susana Valenzuela; Ignacio Jara
      Pages: 162 - 174
      Abstract: Publication date: June 2018
      Source:Computers & Education, Volume 121
      Author(s): Magdalena Claro, Alvaro Salinas, Tania Cabello-Hutt, Ernesto San Martín, David D. Preiss, Susana Valenzuela, Ignacio Jara
      The study presented in this paper consisted in defining a Teaching in a Digital Environment (TIDE) capacity construct and developing a performance-based test to measure Chilean teachers' ability to teach students how to solve information and communication tasks in a digital environment. The test was applied to a sample of 828 in-service teachers in Chile, together with a characterization questionnaire. Results showed that very few Chilean teachers mastered all the tasks and that only one third were able to provide students with orientations in solving information and communication tasks, revealing that the majority are not playing a mediation role in a digital environment. In relation to explaining variables, science and younger teachers with more years of teaching experience performed better in the test. Nevertheless the low explanation provided by the variables included suggests that variables that have previously accounted for teachers ICT integration are not as good in predicting TIDE capacity. This shows the relevance of developing mixed methods research that together with quantitative data provides qualitative data to help explain this capacity in greater depth.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.03.001
      Issue No: Vol. 121 (2018)
       
  • The positive effect of in-class clicker questions on later exams depends
           on initial student performance level but not question format
    • Authors: Joanna K. Hubbard; Brian A. Couch
      Pages: 1 - 12
      Abstract: Publication date: May 2018
      Source:Computers & Education, Volume 120
      Author(s): Joanna K. Hubbard, Brian A. Couch
      Active learning strategies have been increasingly adopted in higher education across many science, technology, engineering, and math (STEM) disciplines. Audience response systems, or clickers, are useful tools that allow instructors to incorporate active learning into large-enrollment courses. Clickers engage students during class and provide real-time feedback that can allow both students and the instructor to identify and correct misconceptions. Many instructors that implement clickers also implement peer instruction, where students vote individually, discuss the question with their peers, and then revote. While this strategy has been shown to improve conceptual understanding, the effects of specific factors, such as question format and student performance level, on learning gains remains unclear. We designed a study in which students in an introductory biology course engaged in clickers with peer discussion during class. We incorporated a treatment in which one section of the course answered a given clicker question in a multiple-choice (MC) format and another section of the same course answered the same question in a multiple-true-false (MTF) format. Students subsequently answered an isomorphic exam question 1–3 weeks later. We observed that both clicker question formats had similar effects on later exam performance. While clickers had an overall positive effect on student exam performance, we found that this effect was significantly greater in higher-performing students, with lower-performing students showing little-to-no benefit. We also found that the initial response rates within peer discussion groups influenced whether students changed to the correct answer. These findings demonstrate that students interact with and benefit from clicker questions in different ways and highlights the importance of considering how different students might be affected by active learning strategies.

      PubDate: 2018-02-26T10:56:54Z
      DOI: 10.1016/j.compedu.2018.01.008
      Issue No: Vol. 120 (2018)
       
  • Evaluating the effectiveness of a game-based rational number training -
           In-game metrics as learning indicators
    • Authors: Kristian Kiili; Korbinian Moeller; Manuel Ninaus
      Pages: 13 - 28
      Abstract: Publication date: May 2018
      Source:Computers & Education, Volume 120
      Author(s): Kristian Kiili, Korbinian Moeller, Manuel Ninaus
      It was argued recently that number line based training supports the development of conceptual rational number knowledge. To test this hypothesis, we evaluated training effects of a digital game based on the measurement interpretation of rational numbers. Ninety-five fourth graders were assigned to either a game-based training group (n = 54) who played a digital rational number game for five 30-min sessions or a control group (n = 41) who attended regular math curriculum. Conceptual rational number knowledge was assessed in a pre- and posttest session. Additionally, the game groups' playing behavior was evaluated. Results indicated that the game-based training group improved their conceptual rational number knowledge significantly more strongly than the control group. In particular, improvement of the game-based training group was driven by significant performance increases in number magnitude estimation and ordering tasks. Moreover, results revealed that in-game metrics, such as overall game performance and maximum level achieved provided valid information about students’ conceptual rational number knowledge at posttest. Therefore, results of the current study not only suggest that aspects of conceptual rational number knowledge can be improved by a game-based training but also that in-game metrics provide crucial indicators for learning.

      PubDate: 2018-02-05T07:47:05Z
      DOI: 10.1016/j.compedu.2018.01.012
      Issue No: Vol. 120 (2018)
       
  • Affective states in computer-supported collaborative learning: Studying
           the past to drive the future
    • Authors: Rachel Carlos Duque Reis; Seiji Isotani; Carla Lopes Rodriguez; Kamila Takayama Lyra; Patrícia Augustin Jaques; Ig Ibert Bittencourt
      Pages: 29 - 50
      Abstract: Publication date: May 2018
      Source:Computers & Education, Volume 120
      Author(s): Rachel Carlos Duque Reis, Seiji Isotani, Carla Lopes Rodriguez, Kamila Takayama Lyra, Patrícia Augustin Jaques, Ig Ibert Bittencourt
      CSCL investigates ways of promoting students' collaboration through technology. Although affective states and socio-emotional factors have an important effect on learning, few studies have classified and analyzed the results obtained by the scientific community to show their real impacts on in CSCL settings. The lack of a comprehensive overview and understanding of previous findings hampers the survey on research gaps, challenges and trends. This work addresses a systematic mapping of the literature for the summarization of results and discussion on research directions for the use of affective states and socio-emotional factors to support the development of intelligent CSCL environments. Six digital libraries were queried and 58 studies were deeply analyzed and categorized. Over 90% of the studies considered emotion and personality traits in the CSCL environment; most studies used personality recognition by questionnaires rather than automatic sources of inference; most technological approaches employed instruments to collect, analyze and/or represent emotions; and most papers that reported empirical experiments focused on “emotional awareness” and “interaction among students in a CSCL environment”. We have identified three main challenges to be addressed by the community in the next decade for an adequate incorporation of affective states in CSCL environments: emotional awareness, orchestration of students' interaction and group formation.

      PubDate: 2018-02-26T10:56:54Z
      DOI: 10.1016/j.compedu.2018.01.015
      Issue No: Vol. 120 (2018)
       
  • Context counts: The different implications of weekday and weekend video
           gaming for academic performance in mathematics, reading, and science
    • Authors: Andree Hartanto; Wei Xing Toh; Hwajin Yang
      Pages: 51 - 63
      Abstract: Publication date: May 2018
      Source:Computers & Education, Volume 120
      Author(s): Andree Hartanto, Wei Xing Toh, Hwajin Yang
      Video gaming has been a source of serious concern for parents and educators, based on the belief that video games disrupt adolescents' academic activities. However, previous studies have been mixed regarding video games’ effects on academic outcomes. We revisited this issue by analyzing data on approximately 30,000 adolescents from three large-scale public datasets. We consistently found that the more adolescents played video games on weekdays, the poorer they performed on standardized assessments of mathematics, reading, and science. In contrast, weekend video gaming was positively associated with academic performance. Our findings suggest that weekday and weekend video gaming may be differentially associated with academic outcomes, depending on the context in which it occurs.

      PubDate: 2018-02-26T10:56:54Z
      DOI: 10.1016/j.compedu.2017.12.007
      Issue No: Vol. 120 (2018)
       
  • Improving programming skills in engineering education through
           problem-based game projects with Scratch
    • Authors: Damla Topalli; Nergiz Ercil Cagiltay
      Pages: 64 - 74
      Abstract: Publication date: Available online 31 January 2018
      Source:Computers & Education
      Author(s): Damla Topalli, Nergiz Ercil Cagiltay
      Nowadays, programming skills are receiving widespread attention for different age groups alongside occupational education programs to better prepare individuals for their future careers. However, introducing programming concepts in an appropriate manner is a challenge in higher education. The main assumption of this study is that enhancing the classical introduction to programming courses through real-life problem-based game development with Scratch programming environment potentially improves the learners' programming skills and motivation. Accordingly, in this study, during one academic semester period, the Introduction to Programming course for engineering students is enriched up to a certain level through real-life game development projects with Scratch. The students are followed within a four-year period starting from freshman until their graduation. The progress of the students who have taken the Introduction to Programming course in enriched or classical form in the fourth year Senior-project course are evaluated. The results show that by slightly improving the course curriculum through real-life game development projects in the Scratch environment, students’ performance on the graduation projects improved significantly. As a conclusion, game-based learning, problem-based learning, visual programming and projects are technologies that can potentially help learners to perform better in the introduction to programming course, in turn affecting their performances in projects.

      PubDate: 2018-02-05T07:47:05Z
      DOI: 10.1016/j.compedu.2018.01.011
      Issue No: Vol. 120 (2018)
       
  • A framework for cooperative and interactive mobile learning to improve
           online information evaluation skills
    • Authors: Nadia Parsazadeh; Rosmah Ali; Mehran Rezaei
      Pages: 75 - 89
      Abstract: Publication date: May 2018
      Source:Computers & Education, Volume 120
      Author(s): Nadia Parsazadeh, Rosmah Ali, Mehran Rezaei
      The quality of online information is highly variable because anyone can post data on the internet, and not all online sources are equally reliable, valuable, or accurate. Previous studies reveal problems with online information evaluation skills and a lack of ability in using evaluation criteria, including currency, relevance, authority, accuracy and purpose. The primary purpose of this study is to develop a framework for cooperative and interactive mobile learning to improve students' online information evaluation skills. A mobile learning application is subsequently developed based on the proposed framework. To assess the effectiveness of the developed application, an experiment is conducted on diploma students in a university. A usability questionnaire is conducted on an experimental group to identify students' perceptions regarding the usability of the developed mobile application. The experimental results indicate that the application is significantly more effective with an effect size of 1.91 in improving students’ online information evaluation skills than traditional learning. The results contribute to the extant literature in the context of mobile learning by identifying usability evaluation features and providing a framework for developing cooperative and interactive mobile learning. The implications of the present findings for research and instructional practice are discussed.

      PubDate: 2018-02-05T07:47:05Z
      DOI: 10.1016/j.compedu.2018.01.010
      Issue No: Vol. 120 (2018)
       
  • When first-order barriers are high: A comparison of second- and
           third-order barriers to classroom computing integration
    • Authors: Taj W. Makki; LaToya J. O'Neal; Shelia R. Cotten; R.V. Rikard
      Pages: 90 - 97
      Abstract: Publication date: Available online 17 January 2018
      Source:Computers & Education
      Author(s): Taj W. Makki, LaToya J. O'Neal, Shelia R. Cotten, R.V. Rikard
      This study examines the role of second- and third-order barriers to classroom computing integration among fourth- and fifth-grade teachers in an urban, low-income school district (i.e., where computing resources are limited, or first-order barriers are high). We examine the impact of teachers' (N = 114) computer anxiety, computer attitudes, and computer feature comfort (i.e., second-order barriers) on their intention to use computer features in their classrooms. We also assess the role of teachers’ participation in training sessions aimed at fostering their design thinking (i.e., third-order barriers). Our results indicate that computer feature comfort and summer institute attendance are the strongest predictors of computing integration in cases where first-order barriers are high. Findings also suggest that tackling third-order barriers may help teachers overcome second-order barriers. Implications for future training interventions are discussed.

      PubDate: 2018-02-05T07:47:05Z
      DOI: 10.1016/j.compedu.2018.01.005
      Issue No: Vol. 120 (2018)
       
  • Off-task multitasking, note-taking and lower- and higher-order classroom
           learning
    • Authors: Bradley M. Waite; Rachel Lindberg; Brittany Ernst; Laura L. Bowman; Laura E. Levine
      Pages: 98 - 111
      Abstract: Publication date: Available online 31 January 2018
      Source:Computers & Education
      Author(s): Bradley M. Waite, Rachel Lindberg, Brittany Ernst, Laura L. Bowman, Laura E. Levine
      We examined whether multitasking via concurrent off-task text messaging during an academic presentation impacted students’ performance on tests assessing lower-order and higher-order learning. College students (N = 183) were assigned to one of two conditions involving either concurrent texting or not texting during an academic presentation, or to a no presentation condition. Students in presentation conditions were encouraged to take hand-written notes. Between-participants analyses revealed that students who saw the presentation performed better on learning measures than the control group who did not see the presentation, indicating that students did learn from the presentations. Non-texters scored higher than texters on multiple choice tests of factual, lower-order information (e.g., knowledge, comprehension), but not on essays requiring higher-order application, analysis, evaluation, and synthesis of information. Within-participants analyses demonstrated that texters performed more poorly on lower-order questions that were based on information presented at times when they were texting. Non-texters took more quality notes than texters; amount of quality notes was positively related to test scores of all types. The amount of quality notes taken partially mediated the relationship between texting condition and multiple choice test scores. It appears that multitasking with media devices during an academic presentation interferes with note-taking and the encoding of information specific to the presentation.

      PubDate: 2018-02-05T07:47:05Z
      DOI: 10.1016/j.compedu.2018.01.007
      Issue No: Vol. 120 (2018)
       
  • Word processors as monarchs: Computer-generated feedback can exercise
           power over and influence EAL learners' identity representations
    • Authors: Amin Zaini
      Pages: 112 - 126
      Abstract: Publication date: Available online 31 January 2018
      Source:Computers & Education
      Author(s): Amin Zaini
      While the efficacy of computer-generated feedback in affecting learners' scores, errors, and writing skills has already been established, the impact of such feedback on learners' identity representations remains unexplored. The current paper explores the ways in which computer-generated feedback from Microsoft Word Office™ (MWO) and Grammarly influences English as an Additional Language (EAL) learners' identity representations while writing on a screen. To this end three participants were involved in a case study whereby they were asked to complete five writing tasks. Power relations, intertextuality and multimodality levels, and attitudes—in their technical sense—as relevant concepts were employed to explore potential factors that influence EAL writers’ identity representations. The results obtained from think-aloud sessions and interviews show that while the participants relied on computer-generated feedback to spell correctly and to make well-formed sentences, they experienced pressures, control and power from automatic feedback, which subsequently influenced their identity representations.

      PubDate: 2018-02-05T07:47:05Z
      DOI: 10.1016/j.compedu.2018.01.014
      Issue No: Vol. 120 (2018)
       
  • Could the mobile and social perspectives of mobile social learning
           platforms motivate learners to learn continuously'
    • Authors: Keng-Boon Ooi; Jun-Jie Hew; Voon-Hsien Lee
      Pages: 127 - 145
      Abstract: Publication date: Available online 2 February 2018
      Source:Computers & Education
      Author(s): Keng-Boon Ooi, Jun-Jie Hew, Voon-Hsien Lee
      Learning with smart mobile devices and mobile social networks is an emerging and current trend that deserves attention. Nonetheless, the post-adoption continuance behaviours of learners are still a neglected research focus. Moreover, not much study has examined this research area from a mobile and social perspective. In view of these, this study aims to investigate the continued use of mobile social networks as a platform for learning through a mobile and social perspective. The Partial Least Squares Structural Equation Modelling technique was engaged to analyse a sample that consists of 229 university students, who involve themselves in using mobile social learning platforms for learning purposes. Mobile usefulness, mobile ease of use, and sense of belonging were found to have significant direct influence over satisfaction, which directly influences learners’ site attachment and continued use. Other than satisfaction, site attachment is another direct and significant predictor of continued use. From the mediation analysis, although perceived mobility and social presence have no direct impact over satisfaction, they affect satisfaction indirectly through mobile usefulness and sense of belonging respectively. Serving as a forerunner in examining the continued use of mobile social learning platforms for learning from a mobile and social perspective, this study has closed several crucial literature gaps and provided useful insights to learning institutions and mobile social networking service providers on developing a better mobile social environmental for learning purposes.

      PubDate: 2018-02-05T07:47:05Z
      DOI: 10.1016/j.compedu.2018.01.017
      Issue No: Vol. 120 (2018)
       
  • Using transparent whiteboards to boost learning from online STEM lectures
    • Authors: Andrew T. Stull; Logan Fiorella; Morgan J. Gainer; Richard E. Mayer
      Pages: 146 - 159
      Abstract: Publication date: May 2018
      Source:Computers & Education, Volume 120
      Author(s): Andrew T. Stull, Logan Fiorella, Morgan J. Gainer, Richard E. Mayer
      Research is needed to understand how best to design online videos that foster learning. This study explored the effects of using transparent whiteboards, which allow the instructor to stand behind a transparent glass board and face the students to write and draw while providing a concurrent explanation of the material. Specifically, the affordances of transparent whiteboard lessons might better follow design principles of multimedia learning and foster social agency compared to conventional whiteboard lessons, thereby promoting learning. In two experiments, college students viewed a 20-min Organic Chemistry video lecture with the instructor using either a conventional whiteboard or a transparent whiteboard. Results indicated that students who viewed transparent whiteboard lessons performed better on immediate posttests (Experiment 1 and 2) at interpreting the configuration of spatial diagrams and at explaining key concepts. Students viewing transparent whiteboard lessons also reported more positive ratings of their lecture experience. However, Experiment 2 indicated that the benefits of learning from transparent whiteboards did not persist on a delayed posttest. Overall, this study provides the first systematic investigation of the effects of using transparent whiteboards in video-based instruction.
      Graphical abstract image

      PubDate: 2018-02-26T10:56:54Z
      DOI: 10.1016/j.compedu.2018.02.005
      Issue No: Vol. 120 (2018)
       
  • School level characteristics and students’ CIL in Europe – A latent
           class analysis approach
    • Authors: Julia Gerick
      Pages: 160 - 171
      Abstract: Publication date: May 2018
      Source:Computers & Education, Volume 120
      Author(s): Julia Gerick
      The research presented in this article aims to identify school clusters based on relevant school level characteristics for the use of ICT in schools that have been identified in previous research, namely school visions and goals, teachers' professional development and ICT infrastructure. In doing so, it focuses on secondary schools in Europe and uses a latent class analysis approach. This article uses representative data from 1727 secondary schools in the 12 European countries that participated in the International Computer and Information Literacy Study to examine (1) whether it is possible to identify distinct school clusters and, if so, (2) whether there is a relation between the different clusters and the students' CIL. The results show that it is indeed empirically possible to identify school clusters across Europe. Furthermore, they show relations between school clusters and the students’ CIL in some countries. They do also, however, differ considerably across countries.

      PubDate: 2018-02-26T10:56:54Z
      DOI: 10.1016/j.compedu.2018.01.013
      Issue No: Vol. 120 (2018)
       
  • Effects of interactivity in E-textbooks on 7th graders science learning
           and cognitive load
    • Authors: Cathy Weng; Sarah Otanga; Apollo Weng; Joanne Cox
      Pages: 172 - 184
      Abstract: Publication date: May 2018
      Source:Computers & Education, Volume 120
      Author(s): Cathy Weng, Sarah Otanga, Apollo Weng, Joanne Cox
      This study investigated the effects of interactive e-textbooks on 7th grade students' learning and cognitive load. The specific objective was to investigate how multimedia interactivity of an e-textbook affects students’ perceived learning, grades, and cognitive load compared to a static PDF e-textbook. The study involved two groups of students trialing an interactive e-textbook and a static PDF e-textbook within the environmental unit of science class. Both quantitative and qualitative approaches were employed to analyze the data. Data was collected from student surveys, unit final test and teacher interviews. Results indicated that students using the static PDF e-textbook performed better on the unit final test. Significant differences were obtained in perceived learning between the two groups with students using the interactive e-textbook having higher perceived cognitive and affective learning scores than those using the static PDF e-textbook. There were no significant differences between the groups regarding their cognitive load levels. We hope that the findings of this study would assist in future design and implementation of interactivity in classroom e-textbooks for K-12.

      PubDate: 2018-02-26T10:56:54Z
      DOI: 10.1016/j.compedu.2018.02.008
      Issue No: Vol. 120 (2018)
       
  • Emotional text design in multimedia learning: A mixed-methods study using
           eye tracking
    • Authors: Lisa Stark; Roland Brünken; Babette Park
      Pages: 185 - 196
      Abstract: Publication date: May 2018
      Source:Computers & Education, Volume 120
      Author(s): Lisa Stark, Roland Brünken, Babette Park
      The present study investigated an extension of the emotional design hypothesis in multimedia learning for textual parts of multimedia instruction. In an one-factorial experimental mixed-methods design with three groups, participants learned with multimedia instruction incorporating a positive or negative emotional text design or the original learning text. Both the positive and negative emotional text design led to better learning outcomes compared with the control group. Further, the emotional text design facilitated elaboration processes but suppressed metacognitive processes during learning. Learners’ emotional state was not affected by a positive emotional text design, but participants in the group with the negative emotional text design showed a worse emotional state after learning. Qualitative data showed that even though both emotional text designs facilitated learning, cognitive mechanisms for these effects differed between the groups. Results of the present study support the extension of the emotional design hypotheses with regard to textual parts of learning environments.

      PubDate: 2018-02-26T10:56:54Z
      DOI: 10.1016/j.compedu.2018.02.003
      Issue No: Vol. 120 (2018)
       
  • The design of blended learning in response to student diversity in higher
           education: Instructors’ views and use of differentiated instruction in
           blended learning
    • Authors: Ruth Boelens; Michiel Voet; Bram De Wever
      Pages: 197 - 212
      Abstract: Publication date: May 2018
      Source:Computers & Education, Volume 120
      Author(s): Ruth Boelens, Michiel Voet, Bram De Wever
      The implementation of blended learning in higher education is increasing, often with the aim to offer flexibility in terms of time and place to a diverse student population. However, specific attention for the diversity of this group, and how to cater individual needs, is still scarce. Therefore, this study explores instructors' strategies for and beliefs about differentiated instruction in blended learning, together with how the differences between instructors can be explained. A total of 20 instructors working in two adult education centers participated in semi-structured interviews focusing on their (a) use of strategies for differentiated instruction, and (b) beliefs about designing blended learning to address student diversity. The findings reveal that the most commonly used differentiated instruction strategy in a blended learning context was providing students with additional support throughout product development. In addition, three instructor profiles about designing blended learning to address student diversity emerged from the data: (1) disregard: instructors considered no additional support in the blended learning arrangements to match students' needs, (2) adaptation: instructors believed that increased support in the existing blended learning arrangements was sufficient to match students' needs, and (3) transformation: instructors thought that blended learning arrangements should be designed in a completely different way, and be tailored to the characteristics of the students. The results show that half of the instructors considered a transformation of their blended learning arrangements in response to student diversity. Furthermore, instructors' beliefs appear to be strongly connected to the organization and trajectory in which they work. A major implication of these findings is that professional support focusing on instructors' beliefs is of crucial importance to unlock blended learning's full potential. As such, it is important for organizations to develop a clear stance on this issue, which pays explicit attention to responding to learners' needs in blended learning contexts.

      PubDate: 2018-02-26T10:56:54Z
      DOI: 10.1016/j.compedu.2018.02.009
      Issue No: Vol. 120 (2018)
       
  • An exploratory study of student engagement in gamified online discussions
    • Authors: Lu Ding; Erkan Er; Michael Orey
      Pages: 213 - 226
      Abstract: Publication date: May 2018
      Source:Computers & Education, Volume 120
      Author(s): Lu Ding, Erkan Er, Michael Orey
      This is an exploratory study that examines the influence of the gamification approach on student engagement in online discussions. A gamified online discussion tool, gEchoLu, was implemented in an undergraduate level online course, which held 22 online discussions. The data was collected through gEchoLu database, survey, and individual interviews with 12 students and the teaching assistant. The triangulated results revealed that the gamification approach positively affected student engagement. Factors such as technical issues, classmates' behaviors that either promoted or impeded students from engaging in the gamified online discussions were identified. The interview with the teaching assistant (TA) further revealed the influence of the gamification approach on student engagement from an educator's perspective, and the obstacles that the TA encountered in the gamified online discussions. Lessons learned are also shared in detail.

      PubDate: 2018-02-26T10:56:54Z
      DOI: 10.1016/j.compedu.2018.02.007
      Issue No: Vol. 120 (2018)
       
  • Staying motivated to e-learn: Person- and variable-centred perspectives on
           the longitudinal risks and support
    • Authors: Luke K. Fryer; H. Nicholas Bovee
      Pages: 227 - 240
      Abstract: Publication date: Available online 17 January 2018
      Source:Computers & Education
      Author(s): Luke K. Fryer, H.N. Bovee
      Persistence in any of the growing variety of e-learning formats is a longstanding and pernicious problem. The widely acknowledged nature of this issue makes the considerable gap in our understanding of students' motivation to e-learn a serious concern. Building on initial studies, the current research examines important predictors and outcomes of students’ motivation for the weekly review and extension e-learning experiences within a blended course. The present study aimed to simultaneously provide variable and person-centred longitudinal perspectives on students’ motivations to e-learn, thereby illustrating the potential outcomes of these experiences and indicating how they might be better structured and supported. Japanese students (n = 642) studying in a blended course of foreign language study (two classes a week, with weekly online review and extension activities) completed surveys at three time points across an academic semester of study. Prior language competency and final e-learning completion were also included in modelling. Variable-centred results highlighted the essential role of teachers in supporting students’ ability, value and effort related motivations for studying online. All three motivations played an important role in predicting e-learning completion. Person-centred results tracking student movement between latent subgroups confirmed the importance of teachers, but also indicated a prior competence threshold below which teacher efforts alone might be insufficient to support substantive motivation for e-learning, and thereby, e-learning completion. The theoretical and practical implications of the present study's findings regarding teacher-support and initial content competence are discussed.

      PubDate: 2018-02-05T07:47:05Z
      DOI: 10.1016/j.compedu.2018.01.006
      Issue No: Vol. 120 (2018)
       
  • Student continuance of learning management system use: A longitudinal
           exploration
    • Authors: Miaoting Cheng; Allan Hoi Kau Yuen
      Pages: 241 - 253
      Abstract: Publication date: May 2018
      Source:Computers & Education, Volume 120
      Author(s): Miaoting Cheng, Allan Hoi Kau Yuen
      Although previous research into technology acceptance has been conducted in organisational and higher education contexts on a range of technologies, no study has provided an understanding of junior school students' e-learning technologies acceptance via a longitudinal approach. This study proposed a two-stage model drawn from the technology acceptance model and the expectation-confirmation model to explain and predict young school students' continued use of learning management systems (LMSs). The hypothesized model was examined with a three-wave longitudinal survey of 1182 junior secondary students from 25 Hong Kong secondary schools. The results of a structural equation modelling analysis of the survey data confirm the hypothesized model. The results show that although perceived ease of use is not significantly related to the intention to use an LMS at the initial use stage, its relationships with the intention to use an LMS and satisfaction with an LMS use become stronger in later use stages. In contrast, though perceived usefulness has the strongest relationship with intention and satisfaction, these relationships become weaker over time. In addition to user beliefs, students' LMS use is also significantly related to satisfaction. The results also support the effect of satisfaction in predicting LMS continuance intention. Explanations of these findings are discussed. The findings provide future directions for studies on young school students’ e-learning technologies acceptance and empirical evidences for practitioners to better promote LMS in school curricula.

      PubDate: 2018-02-26T10:56:54Z
      DOI: 10.1016/j.compedu.2018.02.004
      Issue No: Vol. 120 (2018)
       
  • Impact of slide-based lectures on undergraduate students’ learning:
           Mixed effects of accessibility to slides, differences in note-taking, and
           memory terms
    • Authors: Hyeyoun Kim
      Abstract: Publication date: Available online 14 April 2018
      Source:Computers & Education
      Author(s): Hyeyoun Kim
      This paper addresses the effects of access to slide copies during lectures using PowerPoint® for undergraduate students on their learning outcomes depending on the quantity of notes they take and immediate vs. delayed testing. Seventy-one students repeatedly participated in the following six lecture conditions: accessibility to slides (full, partial, and no slide copy) × memory term (immediate and delayed test). Thus, the present study adopted a 3 × 2 within-subjects design with two note-taking covariates (the quantity of words and markers in notes). A mixed-effects model and counterbalancing method were applied to control idiosyncrasies and order effects caused by repeated measurement. The results revealed that accessibility to slide copies and students' note-taking predicted their learning outcomes. The effects of no slide copy were significant in both short- and long-term memory conditions as compared to those of access to full and partial copies. Access to full and partial slide copies did not have significantly different results. However, according to the interaction results between accessibility and memory term, the long-term encoding effect was assumed for the partial slide copy condition. Regarding note-taking variables, students’ performance was considerably impacted by the number of markers but none of the number of words. The findings suggest educational implications for the way slides are prepared and provided and the way students take notes during slide-based lectures.

      PubDate: 2018-04-15T11:12:08Z
      DOI: 10.1016/j.compedu.2018.04.004
       
 
 
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