Subjects -> COMPUTER SCIENCE (Total: 2313 journals)
    - ANIMATION AND SIMULATION (33 journals)
    - ARTIFICIAL INTELLIGENCE (133 journals)
    - AUTOMATION AND ROBOTICS (116 journals)
    - CLOUD COMPUTING AND NETWORKS (75 journals)
    - COMPUTER ARCHITECTURE (11 journals)
    - COMPUTER ENGINEERING (12 journals)
    - COMPUTER GAMES (23 journals)
    - COMPUTER PROGRAMMING (25 journals)
    - COMPUTER SCIENCE (1305 journals)
    - COMPUTER SECURITY (59 journals)
    - DATA BASE MANAGEMENT (21 journals)
    - DATA MINING (50 journals)
    - E-BUSINESS (21 journals)
    - E-LEARNING (30 journals)
    - ELECTRONIC DATA PROCESSING (23 journals)
    - IMAGE AND VIDEO PROCESSING (42 journals)
    - INFORMATION SYSTEMS (109 journals)
    - INTERNET (111 journals)
    - SOCIAL WEB (61 journals)
    - SOFTWARE (43 journals)
    - THEORY OF COMPUTING (10 journals)

COMPUTER SCIENCE (1305 journals)            First | 1 2 3 4 5 6 7     

Showing 1201 - 872 of 872 Journals sorted alphabetically
Software:Practice and Experience     Hybrid Journal   (Followers: 12)
Southern Communication Journal     Hybrid Journal   (Followers: 3)
Spatial Cognition & Computation     Hybrid Journal   (Followers: 6)
Spreadsheets in Education     Open Access   (Followers: 1)
Statistics, Optimization & Information Computing     Open Access   (Followers: 4)
Stochastic Analysis and Applications     Hybrid Journal   (Followers: 3)
Stochastic Processes and their Applications     Hybrid Journal   (Followers: 6)
Structural and Multidisciplinary Optimization     Hybrid Journal   (Followers: 12)
Studia Universitatis Babeș-Bolyai Informatica     Open Access  
Studies in Digital Heritage     Open Access   (Followers: 3)
Supercomputing Frontiers and Innovations     Open Access   (Followers: 1)
Superhero Science and Technology     Open Access   (Followers: 3)
Sustainability Analytics and Modeling     Full-text available via subscription   (Followers: 6)
Sustainable Computing : Informatics and Systems     Hybrid Journal  
Sustainable Energy, Grids and Networks     Hybrid Journal   (Followers: 4)
Sustainable Operations and Computers     Open Access   (Followers: 4)
Swarm Intelligence     Hybrid Journal   (Followers: 3)
Swiss Journal of Geosciences     Hybrid Journal   (Followers: 1)
Synthese     Hybrid Journal   (Followers: 20)
Synthesis Lectures on Biomedical Engineering     Full-text available via subscription  
Synthesis Lectures on Communication Networks     Full-text available via subscription  
Synthesis Lectures on Communications     Full-text available via subscription  
Synthesis Lectures on Computer Architecture     Full-text available via subscription   (Followers: 4)
Synthesis Lectures on Computer Science     Full-text available via subscription   (Followers: 1)
Synthesis Lectures on Computer Vision     Full-text available via subscription   (Followers: 2)
Synthesis Lectures on Digital Circuits and Systems     Full-text available via subscription   (Followers: 3)
Synthesis Lectures on Human Language Technologies     Full-text available via subscription  
Synthesis Lectures on Mobile and Pervasive Computing     Full-text available via subscription   (Followers: 1)
Synthesis Lectures on Quantum Computing     Full-text available via subscription   (Followers: 2)
Synthesis Lectures on Signal Processing     Full-text available via subscription   (Followers: 1)
Synthesis Lectures on Speech and Audio Processing     Full-text available via subscription   (Followers: 2)
System analysis and applied information science     Open Access  
Systems & Control Letters     Hybrid Journal   (Followers: 4)
Systems and Soft Computing     Full-text available via subscription   (Followers: 5)
Systems Research & Behavioral Science     Hybrid Journal   (Followers: 2)
Techné : Research in Philosophy and Technology     Full-text available via subscription   (Followers: 2)
Technical Report Electronics and Computer Engineering     Open Access   (Followers: 1)
Technology Transfer: fundamental principles and innovative technical solutions     Open Access   (Followers: 1)
Technology, Knowledge and Learning     Hybrid Journal   (Followers: 3)
Technometrics     Full-text available via subscription   (Followers: 8)
TECHSI : Jurnal Teknik Informatika     Open Access  
TechTrends     Hybrid Journal   (Followers: 8)
Telematics and Informatics     Hybrid Journal   (Followers: 4)
Telemedicine and e-Health     Hybrid Journal   (Followers: 12)
Telemedicine Reports     Full-text available via subscription   (Followers: 10)
TELKOMNIKA (Telecommunication, Computing, Electronics and Control)     Open Access   (Followers: 2)
The Bible and Critical Theory     Full-text available via subscription   (Followers: 3)
The Charleston Advisor     Full-text available via subscription   (Followers: 10)
The Communication Review     Hybrid Journal   (Followers: 5)
The Electronic Library     Hybrid Journal   (Followers: 1003)
The Information Society: An International Journal     Hybrid Journal   (Followers: 433)
The International Journal on Media Management     Hybrid Journal   (Followers: 7)
The Journal of Architecture     Hybrid Journal   (Followers: 18)
The Journal of Supercomputing     Hybrid Journal   (Followers: 1)
The Lancet Digital Health     Open Access   (Followers: 10)
The R Journal     Open Access   (Followers: 3)
The Visual Computer     Hybrid Journal   (Followers: 3)
Theoretical Computer Science     Hybrid Journal   (Followers: 8)
Theory & Psychology     Hybrid Journal   (Followers: 4)
Theory and Applications of Mathematics & Computer Science     Open Access   (Followers: 2)
Theory and Decision     Hybrid Journal   (Followers: 4)
Theory and Research in Education     Hybrid Journal   (Followers: 20)
Theory and Society     Hybrid Journal   (Followers: 23)
Theory in Biosciences     Hybrid Journal  
Theory of Computing Systems     Hybrid Journal   (Followers: 2)
Theory of Probability and its Applications     Hybrid Journal   (Followers: 2)
Topology and its Applications     Full-text available via subscription  
Transactions In Gis     Hybrid Journal   (Followers: 7)
Transactions of the Association for Computational Linguistics     Open Access  
Transactions on Computer Science and Technology     Open Access   (Followers: 2)
Transactions on Cryptographic Hardware and Embedded Systems     Open Access  
Transforming Government: People, Process and Policy     Hybrid Journal   (Followers: 17)
Trends in Cognitive Sciences     Full-text available via subscription   (Followers: 211)
Trends in Computer Science and Information Technology     Open Access  
Ubiquity     Hybrid Journal  
Unisda Journal of Mathematics and Computer Science     Open Access  
Universal Access in the Information Society     Hybrid Journal   (Followers: 11)
Universal Journal of Computational Mathematics     Open Access   (Followers: 2)
University of Sindh Journal of Information and Communication Technology     Open Access  
User Modeling and User-Adapted Interaction     Hybrid Journal   (Followers: 5)
VAWKUM Transaction on Computer Sciences     Open Access   (Followers: 1)
Veri Bilimi     Open Access  
Vietnam Journal of Computer Science     Open Access   (Followers: 2)
Vilnius University Proceedings     Open Access  
Virtual Reality     Hybrid Journal   (Followers: 9)
Virtual Reality & Intelligent Hardware     Open Access   (Followers: 1)
Virtual Worlds     Open Access   (Followers: 28)
Virtualidad, Educación y Ciencia     Open Access  
Visual Communication     Hybrid Journal   (Followers: 11)
Visual Communication Quarterly     Hybrid Journal   (Followers: 9)
VLSI Design     Open Access   (Followers: 19)
VRA Bulletin     Open Access   (Followers: 3)
Water SA     Open Access   (Followers: 1)
Wearable Technologies     Open Access   (Followers: 4)
West African Journal of Industrial and Academic Research     Open Access   (Followers: 2)
Wiley Interdisciplinary Reviews - Computational Statistics     Hybrid Journal   (Followers: 1)
Wireless and Mobile Technologies     Open Access   (Followers: 4)
Wireless Communications & Mobile Computing     Hybrid Journal   (Followers: 10)
Wireless Networks     Hybrid Journal   (Followers: 6)
Wireless Sensor Network     Open Access   (Followers: 3)
World Englishes     Hybrid Journal   (Followers: 5)
Written Communication     Hybrid Journal   (Followers: 9)
Xenobiotica     Hybrid Journal   (Followers: 5)
XRDS     Full-text available via subscription   (Followers: 7)
ZDM     Hybrid Journal   (Followers: 2)
Zeitschrift fur Energiewirtschaft     Hybrid Journal  
Труды Института системного программирования РАН     Open Access  
Труды СПИИРАН     Open Access  

  First | 1 2 3 4 5 6 7     

Similar Journals
Journal Cover
Technology, Knowledge and Learning
Journal Prestige (SJR): 0.614
Citation Impact (citeScore): 2
Number of Followers: 3  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 2211-1662 - ISSN (Online) 2211-1670
Published by Springer-Verlag Homepage  [2468 journals]
  • Voluntary E-Learning Exercises Support Students in Mastering Statistics

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      Abstract: Abstract University students often learn statistics in large classes, and in such learning environments, students face an exceptionally high risk of failure. One reason for this is students’ frequent statistics anxiety. This study shows how students can be supported using e-learning exercises with automated knowledge of correct response feedback, supplementing a face-to-face lecture. To this end, we surveyed 67 undergraduate social science students at a German university and observed their weekly e-learning exercises. We aggregated students’ exercise behavior throughout the semester to explain their exam performance. To control for participation bias, we included essential predictors of educational success, such as prior achievement, motivation, personality traits, time preferences, and goals. We applied a double selection procedure based on the machine learning method Elastic Net to include an optimal but sparse set of control variables. The e-learning exercises indirectly promoted the self-regulated learning techniques of retrieval practice and spacing and provided corrective feedback. Working on the e-learning exercises increased students’ performance on the final exam, even after controlling for the rich set of control variables. Two-thirds of students used our designed e-learning exercises; however, only a fraction of students spaced out the exercises, although students who completed the exercises during the semester and were not cramming at the end benefited additionally. Finally, we discuss how the results of our study inform the literature on retrieval practice, spacing, feedback, and e-learning in higher education.
      PubDate: 2024-03-21
       
  • Correction: Teaching the Use of Gamification in Elementary School: A Case
           in Spanish Formal Education

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      PubDate: 2024-03-01
      DOI: 10.1007/s10758-023-09663-9
       
  • Transitioning from Individuals to Groups in Knowledge Map Construction

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      Abstract: Abstract Students employing problem-based learning (PBL) face complex problems admitting multiple solutions. Knowledge maps are an effective tool to support students in PBL to represent, analyze, and guide their knowledge structure. Previous studies have examined the use of knowledge mapping techniques in both individual and collaborative learning process. These studies explored how knowledge mapping influenced students’ learning outcomes and their knowledge understanding, but they did not document how the map structure changed when shifting from individual to collaborative mapping process. In this work-in-process study, we collected maps from students first as individuals and then as they collaboratively worked in groups to solve a case. We examined two questions: (Q1) how does the structure of a map change when shifting from individuals to groups, and (Q2) how does the size of a group mediate these changes. We used 12 network science metrics capturing the breadth (e.g., number of edges) and complexity (e.g., number of cycles) of problems and compared these metrics in individuals versus groups (Q1) and across group sizes (Q2). Based on 44 individual maps arranged in 10 groups of four or five students, we found that (1) five metrics significantly differ (p < 0.05 in a one-way ANOVA) between individual and group maps; and (2) only the number of edges and paths are affected by the size of a group (based on Tukey's HSD test). Our first result confirms that learner-learner interactions can enhance performance. The second result shows that group sizes of four or five students have no implications on the results, hence instructors who may currently be hesitating between these two options may choose either size. Future studies may reveal whether differences exist between pairs, medium group sizes, or larger groups.
      PubDate: 2024-03-01
      DOI: 10.1007/s10758-023-09651-z
       
  • Teaching the Use of Gamification in Elementary School: A Case in Spanish
           Formal Education

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      Abstract: Abstract Gamification is an educational methodology and tool that offers benefits through mechanics and dynamics. It brings motivating experiences and benefits to the instructional design approach. Several studies highlight that this methodology fosters contributions in commitment, fun, enthusiasm, motivation, satisfaction, and interaction in pedagogical contexts. The sample of 308 teachers was obtained after the mass delivery of the instrument to educational centers in Spain. The sample is nonprobabilistic, and the study participants voluntarily answered the survey. Of the participants, 69.8% were women and 30.2% were men; this proportion is representative of the population of teachers. A descriptive analysis is based on three dimensions: most used programs, devices used, and didactic functionality. These data are triangulated with an analysis through the HJ-Biplot method, which is presented as a multivariate graphical representation of the data from an Xnxp matrix. This analysis details findings on the determining role played by the teacher and the relationship between years of experience, age, devices used, and resources used, detected with descriptive and bivariate analyses. Among the conclusions are that the subjects positively value training in digital teaching competence in terms of gamification, although in real daily practice only 30% of teachers claim to use gamified tools. Gamification provides collaborative and innovative benefits in relation to its didactic functionality.
      PubDate: 2024-03-01
      DOI: 10.1007/s10758-023-09656-8
       
  • How Personality Traits Affect Peer Assessment in Distance Learning

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      Abstract: Abstract Recent research has leveraged peer assessment as a grading system tool where learners are involved in learning and evaluation. However, there is limited knowledge regarding individual differences, such as personality, in peer assessment tasks. We analyze how personality factors affect the peer assessment dynamics of a semester-long remote learning course. Specifically, we investigate how psychological constructs shape how people perceive user-generated content, interact with it, and assess their peers. Our results show that personality traits can predict how effective the peer assessment process will be and the scores and feedback that students provide to their peers. In conclusion, we contribute design guidelines based on personality constructs as valuable factors to include in the design pipeline of peer assessment systems.
      PubDate: 2024-03-01
      DOI: 10.1007/s10758-023-09694-2
       
  • Annotation Protocol for Textbook Enrichment with Prerequisite Knowledge
           Graph

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      Abstract: Abstract Extracting and formally representing the knowledge embedded in textbooks, such as the concepts explained and the relations between them, can support the provision of advanced knowledge-based services for learning environments and digital libraries. In this paper, we consider a specific type of relation in textbooks referred to as prerequisite relations (PR). PRs represent precedence relations between concepts aimed to provide the reader with the knowledge needed to understand a further concept(s). Their annotation in educational texts produces datasets that can be represented as a graph of concepts connected by PRs. However, building good-quality and reliable datasets of PRs from a textbook is still an open issue, not just for automated annotation methods but even for manual annotation. In turn, the lack of good-quality datasets and well-defined criteria to identify PRs affect the development and validation of automated methods for prerequisite identification. As a contribution to this issue, in this paper, we propose PREAP, a protocol for the annotation of prerequisite relations in textbooks aimed at obtaining reliable annotated data that can be shared, compared, and reused in the research community. PREAP defines a novel textbook-driven annotation method aimed to capture the structure of prerequisites underlying the text. The protocol has been evaluated against baseline methods for manual and automatic annotation. The findings show that PREAP enables the creation of prerequisite knowledge graphs that have higher inter-annotator agreement, accuracy, and alignment with text than the baseline methods. This suggests that the protocol is able to accurately capture the PRs expressed in the text. Furthermore, the findings show that the time required to complete the annotation using PREAP are significantly shorter than with the other manual baseline methods. The paper includes also guidelines for using PREAP in three annotation scenarios, experimentally tested. We also provide example datasets and a user interface that we developed to support prerequisite annotation.
      PubDate: 2024-03-01
      DOI: 10.1007/s10758-023-09682-6
       
  • Template-Based Generator for Single-Choice Questions

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      Abstract: Abstract Manual composition of tasks and exams is a challenging and time-consuming task. Especially when exams are taken remotely without the personal monitoring by examiners, most exams can easily lose their integrity with the use of previously done exercises or student communication. This research introduces an approach that incorporates the principles of the generative software development and aspects of the feature-oriented product line engineering process into the field of question creation and generation. The resulting generator can be used to generate single-choice-question-families by means of written question templates. The generated questions within a question-family differ based on the set features and parameters and can be imported into the target learning management system ILIAS. Without much effort, examiners and educators can use the generator to create variants of their questions and deliver them to their students.
      PubDate: 2024-03-01
      DOI: 10.1007/s10758-023-09659-5
       
  • The Role of College Study Competencies and Motivations in Determining the
           Acceptance of Distance Education

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      Abstract: Abstract This study aimed to investigate whether students’ Distance Education (DE) acceptance is influenced by the same factors affecting the acceptance of new digital technology. Furthermore, we also study competencies and motivations as factors affecting DE’s acceptance. The study was cross-sectional, and linear regressions tested the hypotheses. 165 Italian college students (F = 87.3%; average age 23) compiled an online survey. The main results are that considering the future intention to use DE as an indicator of its acceptance, the perceived usefulness, subjective norm, and perceived ease of use influence the future use of DE. Moreover, intrinsic motivation and emotional control during the exams directly and negatively determine the intention of using DE in the future. The perceived usefulness and ease of use, together with the subjective norms, totally mediated, in different ways, the effect of teachers’ relationships, time management, learning assessment, extrinsic motivation, and study dedication in explaining the future intention of using DE.
      PubDate: 2024-03-01
      DOI: 10.1007/s10758-023-09678-2
       
  • Integrating Different Group Patterns into Collaborative Argumentative
           Writing in the Shimo Platform

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      Abstract: Abstract As the importance of online collaborative writing is recognized as an effective teaching strategy, studies have investigated how factors such as gender, ability, and group size affect learners’ collaboration. However, few studies have explored the effects of group formation, i.e., student-chosen groups (SCGs) and teacher-assigned groups (TAGs) in online co-writing. Using the framework of the Toulmin model of argumentative writing, the current study investigated whether SCGs and TAGs differ regarding collaborative approaches and characteristics in co-argumentative writing using an online writing platform (i.e., Shimo). Seventeen fourth-year English majors participated in this 2-week study, nine of whom formed into three three-person SCGs, while a teacher assigned the remaining participants into two three-person TAGs and one two-person TAG. The archived discussion notes in Shimo along with semi-structured interviews comprised the data for analysis. The findings revealed that TAGs and SCGs had different collaborative approaches. TAGs were identified as less active, while SCGs tended to collaborate better in the co-writing processes. Implications for online classroom applications and future research are discussed.
      PubDate: 2024-03-01
      DOI: 10.1007/s10758-022-09632-8
       
  • Student Engagement in the HyFlex and Online Classrooms: Lessons from the
           COVID-19 Pandemic

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      Abstract: Abstract Student engagement is determined by the degree to which students perceive that their psychological needs for autonomy, competence, and relatedness are met as prescribed. The COVID-19 pandemic, with its sudden and dramatic shift to mandatory HyFlex (alternating online and face-to-face student attendance) or online learning only, meant less or no face-to-face interactions with peers and faculty, which had an impact on student motivation and engagement in the classroom, as reflected in the National Survey of Student Engagement. This new educational landscape will likely remain in effect to a certain extent, and, thus, there is a need for a deeper understanding of its impact on students’ basic psychological needs and ultimately their engagement in the classroom. Building on self-determination theory and self-system processes, we studied 329 student responses to a survey conducted at a private Northeastern university in the United States and analyzed. We found that the impact of need for autonomy on student engagement is mediated by need for competence, and need for relatedness is directly impacting student engagement. Theoretical and practical implications are discussed in detail.
      PubDate: 2024-03-01
      DOI: 10.1007/s10758-023-09661-x
       
  • Making an Impact in Online Learning: Google Chat as a Mechanism to
           Facilitate the COI Framework

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      Abstract: Abstract Research shows that utilizing Google Chat aids in positive student experiences (Saadatmand et al., European Journal of Open, Distance and E-Learning 20:61–79, 2017), promotes learner interaction (Kobayashi, Turkish Online Journal of Distance Education 16:28–39, 2015), and has a higher level of satisfaction over traditional communication tools such as email (He and Huang, Journal of Research on Technology in Education 49:149–160, 2017). To understand how these tools impact learning, we explore the Community of Inquiry (CoI) framework (Garrison et al., The Internet and Higher Education 2:87–105, 2000a). It positions that learning occurs through the interaction and intersection of three connected presences: social, teaching, and cognitive. Pairing these with the CoI framework might be one way to aid instructors in promoting student-instructor communication. The results of this research represent the interplay of all three CoI constructs. Moreover, interestingly did not significantly result in one presence area over the other but instead positively impacted students' overall learning experience. Qualitative results indicated how students were utilizing Google Chat and for what purpose, barriers to use, and how they envision using this tool within their own teaching. Instructional recommendations are provided for implementing synchronous tools to support formal online instructional methods.
      PubDate: 2024-03-01
      DOI: 10.1007/s10758-023-09673-7
       
  • What Elements in the Web Page will Influence the Course Participation'
           Empirical Evidence from China

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      Abstract: Abstract Considering the ubiquity, large volume of similar courses, and the huge cost of a course, it becomes imperative to understand factors affecting MOOCs course enrolments. This paper aims to investigate how the home page elements of a MOOC influence students' enrolments. The elements in the home page include course category, course description, team teaching, university, National Superior Course title, video introduction, course times, and user ratings. Information of these web elements from 673 course web pages was garnered from Chinese university MOOC (a government-backed MOOC platform) and Ordinary Least Squares is employed to testify their influencing effects. In descending order, the results demonstrate that the National Superior Course title, university reputation, and team teaching positively affect course enrolments significantly. Course times show the U-shape effect and user ratings show inverted U-shape effect. Course description and video introduction have no significant effects on enrolments, while the course category shows a significant moderating impact on the relationship between course description and enrolments. The result of this study extends the understanding of the e-learning course enrolments through the lens of a more detailed and nuanced scope on web elements, which have received little attention in education research, and is helpful for assisting courses and platform designers in attracting more learners.
      PubDate: 2024-03-01
      DOI: 10.1007/s10758-022-09611-z
       
  • Perceptions of Digital Learning and Teaching: The Case of a Croatian
           University Transition to an Emergency Digital Environment

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      Abstract: Abstract This research aims to analyse the self-perception of teachers and students on their digital readiness and their attitudes towards digital and distance learning, as well as the potential influence of other factors. The use of digital technologies is directly linked to the academic performance of students and teachers, while also enabling new modes of the teaching–learning process. Considering the pandemic disruptions, the self-perception of Croatian university students and teachers was analysed, exploring the relationship and differences between groups. The results indicate significant digital readiness gaps, considering gender and the field of study. From a substantive point of view, the use and application of digital tools show a disconnect between expectations of digital transformation in the learning environment and reality. Existing environments and practices are augmented digitally without building new and improved learning systems. The findings of this study provide insights to reduce the existing gaps and improve the digital teaching and learning environment. Higher education institutions have a unique opportunity to increase their antifragility by leveraging new experiences gained during the pandemic, while also valuing their pre-existing institutional agility. The research has practical implications that can assist educators and policymakers in creating a digital learning environment that is more inclusive and beneficial to all participants.
      PubDate: 2024-03-01
      DOI: 10.1007/s10758-023-09692-4
       
  • Implementation and Evaluation of an Adaptive Learning Environment Designed
           According to Learner Characteristics: A Study on Primary School Social
           Studies Teaching

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      Abstract: Abstract In this study, it was aimed to implement and evaluate an adaptive learning environment (ALE) designed according to the learner characteristics of 4th grade primary school students and integrate educational hypermedia environments with face-to-face teaching. Via a preliminary study carried out in accordance with this purpose, the variables that affect the academic achievement of the students in the primary school social studies course were analyzed, and as a result of this analysis, the design, application, and evaluation criteria of ALE were determined. In our study, which was modeled as an embedded-experimental mixed method, quantitative and qualitative data were obtained using different tools. The analysis of the data revealed that the designed learning environment had a positive effect on students' academic achievements, collaborative learning skills, and, partially, independent learning skills, and it was also effective in closing the achievement gap due to learning and cognitive styles.
      PubDate: 2024-03-01
      DOI: 10.1007/s10758-022-09623-9
       
  • Teaching Academic Staff to Implement Interactive Graphics for Their
           Courses

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      Abstract: Abstract Many academic teachers present data as static graphics in their lectures and courses. However, data structures have become more complex in the last decades, especially in the biomedical disciplines, and interactive graphics can provide a better means to communicate the scientific contents to students. Besides, the technological qualifications of academic staff are diverse, and it has been little studied how these teachers can be trained to program and implement interactive graphics for their courses. It is also little known whether interactive graphics will be helpful for teaching and learning. We conducted a pilot online workshop to identify aspects that need to be addressed when teaching academic staff to program interactive graphics in form of Shiny-apps based on the programing language R. The n = 25 participants were academic staff from the fields of medicine or natural sciences. Pre- and post-workshop questionnaires were used to identify which aspects should be considered in future workshops, to query the usefulness of interactive graphics for teachers and students, and to identify the impact of the workshop on the teacher’s opinion towards digital teaching devices and their preparedness to program own interactive graphics. Most participants showed strong interest to use interactive graphics in their courses after the workshop, and interactive graphics were overall rated as very helpful for teachers and students. However, only those with prior programming knowledge intended to implement own graphics. We conclude that an extension of the workshop will be necessary to provide additional training for participants with no background in R programming.
      PubDate: 2024-03-01
      DOI: 10.1007/s10758-023-09652-y
       
  • An Evaluation of the Impact of Digital Technology Innovations on
           Students’ Learning: Participatory Research Using a Student-Centred
           Approach

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      Abstract: Abstract In this paper we report on a study of the impact of digital technology (DT) innovations on students’ learning in a Western Australian University. The innovations were implemented by 42 course coordinators (CC) following two days of learning design workshops. In collaboration with nine CCs, we conducted an evaluation of their innovations. Data were collected through two structured interviews with each CC and an online questionnaire for 1500 students. Elements of students’ course feedback were incorporated into the final analysis of the data. A model for improving students learning in a digital environment was used as a guide to the evaluation process. The findings indicated that DT interventions helped students prepare for laboratory activities and class participation, increased their levels of interaction and collaboration, and provided effective and timely management of feedback from lecturers. Students also reported greater access to learning resources, plus more motivation and engagement. CCs were generally pleased with their innovations; however, in their second interview, at the end of the semester, CCs identified several aspects of their course design that warranted improvement, including the need for more professional support in making those improvements
      PubDate: 2024-03-01
      DOI: 10.1007/s10758-022-09619-5
       
  • Informative Feedback and Explainable AI-Based Recommendations to Support
           Students’ Self-regulation

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      Abstract: Abstract Self-regulated learning is an essential skill that can help students plan, monitor, and reflect on their learning in order to achieve their learning goals. However, in situations where there is a lack of effective feedback and recommendations, it becomes challenging for students to self-regulate their learning. In this paper, we propose an explainable AI-based approach to provide automatic and intelligent feedback and recommendations that can support the self-regulation of students’ learning in a data-driven manner, with the aim of improving their performance on their courses. Prior studies have predicted students’ performance and have used these predicted outcomes as feedback, without explaining the reasons behind the predictions. Our proposed approach is based on an algorithm that explains the root causes behind a decline in student performance, and generates data-driven recommendations for taking appropriate actions. The proposed approach was implemented in the form of a dashboard to support self-regulation by students on a university course, and was evaluated to determine its effects on the students’ academic performance. The results revealed that the dashboard significantly enhanced students’ learning achievements and improved their self-regulated learning skills. Furthermore, it was found that the recommendations generated by the proposed approach positively affected students’ performance and assisted them in self-regulation
      PubDate: 2024-03-01
      DOI: 10.1007/s10758-023-09650-0
       
  • Incorporating Collaborative and Active Learning Strategies in the Design
           and Deployment of a Master Course on Computer-Assisted Scientific
           Translation

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      Abstract: Abstract This research aims to address the current gaps in computer-assisted translation (CAT) courses offered in bachelor’s and master’s programmes in scientific and technical translation (STT). A multi-framework course design methodology is proposed to support CAT teachers from the computer engineering field, improve student engagement, and promote computer-supported education, together with a balanced coverage of the most relevant topics in the CAT domain. STT is currently in high demand in many fields, requiring translators with sector-specific language skills and considerable computer literacy in order to manage translation projects with complex structures, and format heterogeneity. However, many STT curricula often lag behind current market demands, focusing primarily on language and translation theory, with less emphasis on CAT technologies and tools. Moreover, the lack of shared course design guidelines hinders the introduction of innovative teaching approaches based on collaborative learning. A novel multi-framework CAT course design methodology, named CATDeM, is proposed, based on the integration between an official European translation competence framework, real-life-mimicking laboratorial activities, and computer-supported collaborative learning, enriched with discussion case studies and role-playing experiences. A real-life case study is examined to illustrate and evaluate the implementation of CATDeM in two consecutive editions (2020/2021 and 2021/2022) of a one-semester compulsory CAT course in a M.A. degree in STT at the University of Salento (Italy). Students’ perceptions of translation technology and role-plays, as well as their attitudes towards the proposed CAT course are evaluated through a post-grading self-assessment questionnaire. Achieved results indicated successful student engagement and self-assessed improvement in translation, technical, and interpersonal skills. The importance given by students to role-playing experiences mimicking professional scenarios was also highlighted, paving the way for CATDeM to be adopted in similar contexts.
      PubDate: 2024-03-01
      DOI: 10.1007/s10758-023-09679-1
       
  • Enhancing Knowledge Sharing Behaviour in Building Academics’ Career
           Capital in Higher Education: The Mediating Role of Innovative Climate

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      Abstract: Abstract The study aims to adopt an intention-based approach to examine the key factors influencing academics’ behaviour to share career capital tacit and explicit knowledge, foster innovations and to gain competitive advantages among higher education context. A research model was developed by successfully extending the Theory of Planned Behaviour (TPB) with institutional forces (i.e. senior management support and innovative climate) to examine academics’ career capital knowledge sharing behaviour. A survey was conducted through a questionnaire among 234 academics in Hong Kong self-financing institutions and the data was analyzed using SmartPLS – Structural Equation Modeling (SEM) technique. It was found that innovative climate of self-financing higher education institutions plays a mediating role in knowledge sharing intention among academics. The findings of this research help higher education institutions promote innovate climate and adopt innovative technologies to encourage knowledge sharing behaviour. Innovative climate fully mediates the relationship between knowledge sharing attitude and intention to share tacit and explicit career capital knowledge, as well as the relationship between senior management support and intention to share explicit career capital knowledge. Managerial implications are discussed and issues for further research are highlighted.
      PubDate: 2024-03-01
      DOI: 10.1007/s10758-022-09633-7
       
  • Which is the Digital Competence of Each Member of Educational Community to
           Use the Computer' Which Predictors Have a Greater Influence'

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      Abstract: Abstract Since the COVID-19 pandemic, the use of digital resources and virtual platforms is even more essential to continue the educational process, either in person or online, affecting all the members involved in the teaching–learning process of the students. Therefore, this study is aimed: (1) to know and compare the digital competence of the agents that are the main integrators of the educational community (parents, teachers, students) about the use of the computers, according to gender and educational stage (Pre-school, Primary and Secondary Education stages); and (2) to identify significant predictors that affect the acquisition of this competence. An ex-post-facto design was used with a sample of 786 participants from Andalusia (Spain). Research methods such as contrasts of means and multiple linear regression analysis were used. The results showed high average levels of basic digital competences for all the agents involved. A gender gap was found between mothers and fathers of students, with higher scores for the latter group. In addition, the use of videogames, the parents' academic background and the use of digital tablets or Google+ are the most significant predictors that affect the acquisition of this competence.
      PubDate: 2024-03-01
      DOI: 10.1007/s10758-023-09646-w
       
 
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  Subjects -> COMPUTER SCIENCE (Total: 2313 journals)
    - ANIMATION AND SIMULATION (33 journals)
    - ARTIFICIAL INTELLIGENCE (133 journals)
    - AUTOMATION AND ROBOTICS (116 journals)
    - CLOUD COMPUTING AND NETWORKS (75 journals)
    - COMPUTER ARCHITECTURE (11 journals)
    - COMPUTER ENGINEERING (12 journals)
    - COMPUTER GAMES (23 journals)
    - COMPUTER PROGRAMMING (25 journals)
    - COMPUTER SCIENCE (1305 journals)
    - COMPUTER SECURITY (59 journals)
    - DATA BASE MANAGEMENT (21 journals)
    - DATA MINING (50 journals)
    - E-BUSINESS (21 journals)
    - E-LEARNING (30 journals)
    - ELECTRONIC DATA PROCESSING (23 journals)
    - IMAGE AND VIDEO PROCESSING (42 journals)
    - INFORMATION SYSTEMS (109 journals)
    - INTERNET (111 journals)
    - SOCIAL WEB (61 journals)
    - SOFTWARE (43 journals)
    - THEORY OF COMPUTING (10 journals)

COMPUTER SCIENCE (1305 journals)            First | 1 2 3 4 5 6 7     

Showing 1201 - 872 of 872 Journals sorted alphabetically
Software:Practice and Experience     Hybrid Journal   (Followers: 12)
Southern Communication Journal     Hybrid Journal   (Followers: 3)
Spatial Cognition & Computation     Hybrid Journal   (Followers: 6)
Spreadsheets in Education     Open Access   (Followers: 1)
Statistics, Optimization & Information Computing     Open Access   (Followers: 4)
Stochastic Analysis and Applications     Hybrid Journal   (Followers: 3)
Stochastic Processes and their Applications     Hybrid Journal   (Followers: 6)
Structural and Multidisciplinary Optimization     Hybrid Journal   (Followers: 12)
Studia Universitatis Babeș-Bolyai Informatica     Open Access  
Studies in Digital Heritage     Open Access   (Followers: 3)
Supercomputing Frontiers and Innovations     Open Access   (Followers: 1)
Superhero Science and Technology     Open Access   (Followers: 3)
Sustainability Analytics and Modeling     Full-text available via subscription   (Followers: 6)
Sustainable Computing : Informatics and Systems     Hybrid Journal  
Sustainable Energy, Grids and Networks     Hybrid Journal   (Followers: 4)
Sustainable Operations and Computers     Open Access   (Followers: 4)
Swarm Intelligence     Hybrid Journal   (Followers: 3)
Swiss Journal of Geosciences     Hybrid Journal   (Followers: 1)
Synthese     Hybrid Journal   (Followers: 20)
Synthesis Lectures on Biomedical Engineering     Full-text available via subscription  
Synthesis Lectures on Communication Networks     Full-text available via subscription  
Synthesis Lectures on Communications     Full-text available via subscription  
Synthesis Lectures on Computer Architecture     Full-text available via subscription   (Followers: 4)
Synthesis Lectures on Computer Science     Full-text available via subscription   (Followers: 1)
Synthesis Lectures on Computer Vision     Full-text available via subscription   (Followers: 2)
Synthesis Lectures on Digital Circuits and Systems     Full-text available via subscription   (Followers: 3)
Synthesis Lectures on Human Language Technologies     Full-text available via subscription  
Synthesis Lectures on Mobile and Pervasive Computing     Full-text available via subscription   (Followers: 1)
Synthesis Lectures on Quantum Computing     Full-text available via subscription   (Followers: 2)
Synthesis Lectures on Signal Processing     Full-text available via subscription   (Followers: 1)
Synthesis Lectures on Speech and Audio Processing     Full-text available via subscription   (Followers: 2)
System analysis and applied information science     Open Access  
Systems & Control Letters     Hybrid Journal   (Followers: 4)
Systems and Soft Computing     Full-text available via subscription   (Followers: 5)
Systems Research & Behavioral Science     Hybrid Journal   (Followers: 2)
Techné : Research in Philosophy and Technology     Full-text available via subscription   (Followers: 2)
Technical Report Electronics and Computer Engineering     Open Access   (Followers: 1)
Technology Transfer: fundamental principles and innovative technical solutions     Open Access   (Followers: 1)
Technology, Knowledge and Learning     Hybrid Journal   (Followers: 3)
Technometrics     Full-text available via subscription   (Followers: 8)
TECHSI : Jurnal Teknik Informatika     Open Access  
TechTrends     Hybrid Journal   (Followers: 8)
Telematics and Informatics     Hybrid Journal   (Followers: 4)
Telemedicine and e-Health     Hybrid Journal   (Followers: 12)
Telemedicine Reports     Full-text available via subscription   (Followers: 10)
TELKOMNIKA (Telecommunication, Computing, Electronics and Control)     Open Access   (Followers: 2)
The Bible and Critical Theory     Full-text available via subscription   (Followers: 3)
The Charleston Advisor     Full-text available via subscription   (Followers: 10)
The Communication Review     Hybrid Journal   (Followers: 5)
The Electronic Library     Hybrid Journal   (Followers: 1003)
The Information Society: An International Journal     Hybrid Journal   (Followers: 433)
The International Journal on Media Management     Hybrid Journal   (Followers: 7)
The Journal of Architecture     Hybrid Journal   (Followers: 18)
The Journal of Supercomputing     Hybrid Journal   (Followers: 1)
The Lancet Digital Health     Open Access   (Followers: 10)
The R Journal     Open Access   (Followers: 3)
The Visual Computer     Hybrid Journal   (Followers: 3)
Theoretical Computer Science     Hybrid Journal   (Followers: 8)
Theory & Psychology     Hybrid Journal   (Followers: 4)
Theory and Applications of Mathematics & Computer Science     Open Access   (Followers: 2)
Theory and Decision     Hybrid Journal   (Followers: 4)
Theory and Research in Education     Hybrid Journal   (Followers: 20)
Theory and Society     Hybrid Journal   (Followers: 23)
Theory in Biosciences     Hybrid Journal  
Theory of Computing Systems     Hybrid Journal   (Followers: 2)
Theory of Probability and its Applications     Hybrid Journal   (Followers: 2)
Topology and its Applications     Full-text available via subscription  
Transactions In Gis     Hybrid Journal   (Followers: 7)
Transactions of the Association for Computational Linguistics     Open Access  
Transactions on Computer Science and Technology     Open Access   (Followers: 2)
Transactions on Cryptographic Hardware and Embedded Systems     Open Access  
Transforming Government: People, Process and Policy     Hybrid Journal   (Followers: 17)
Trends in Cognitive Sciences     Full-text available via subscription   (Followers: 211)
Trends in Computer Science and Information Technology     Open Access  
Ubiquity     Hybrid Journal  
Unisda Journal of Mathematics and Computer Science     Open Access  
Universal Access in the Information Society     Hybrid Journal   (Followers: 11)
Universal Journal of Computational Mathematics     Open Access   (Followers: 2)
University of Sindh Journal of Information and Communication Technology     Open Access  
User Modeling and User-Adapted Interaction     Hybrid Journal   (Followers: 5)
VAWKUM Transaction on Computer Sciences     Open Access   (Followers: 1)
Veri Bilimi     Open Access  
Vietnam Journal of Computer Science     Open Access   (Followers: 2)
Vilnius University Proceedings     Open Access  
Virtual Reality     Hybrid Journal   (Followers: 9)
Virtual Reality & Intelligent Hardware     Open Access   (Followers: 1)
Virtual Worlds     Open Access   (Followers: 28)
Virtualidad, Educación y Ciencia     Open Access  
Visual Communication     Hybrid Journal   (Followers: 11)
Visual Communication Quarterly     Hybrid Journal   (Followers: 9)
VLSI Design     Open Access   (Followers: 19)
VRA Bulletin     Open Access   (Followers: 3)
Water SA     Open Access   (Followers: 1)
Wearable Technologies     Open Access   (Followers: 4)
West African Journal of Industrial and Academic Research     Open Access   (Followers: 2)
Wiley Interdisciplinary Reviews - Computational Statistics     Hybrid Journal   (Followers: 1)
Wireless and Mobile Technologies     Open Access   (Followers: 4)
Wireless Communications & Mobile Computing     Hybrid Journal   (Followers: 10)
Wireless Networks     Hybrid Journal   (Followers: 6)
Wireless Sensor Network     Open Access   (Followers: 3)
World Englishes     Hybrid Journal   (Followers: 5)
Written Communication     Hybrid Journal   (Followers: 9)
Xenobiotica     Hybrid Journal   (Followers: 5)
XRDS     Full-text available via subscription   (Followers: 7)
ZDM     Hybrid Journal   (Followers: 2)
Zeitschrift fur Energiewirtschaft     Hybrid Journal  
Труды Института системного программирования РАН     Open Access  
Труды СПИИРАН     Open Access  

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School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
 


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