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ORCIDBritish Journal of Educational Technology, Volume 55
Volume 55, Number 1, January 2024
EDITORIAL
- Sara Hennessy
, Mutlu Cukurova, Cathy Lewin, Manolis Mavrikis, Louis Major:
BJET Editorial 2024: A call for research rigour. 5-9
REVIEWS
- Wu Rong, Zhonggen Yu:
Do AI chatbots improve students learning outcomes? Evidence from a meta-analysis. 10-33 - Hojjat Dehghanzadeh, Mohammadreza Farrokhnia, Hossein Dehghanzadeh, Kiumars Taghipour, Omid Noroozi:
Using gamification to support learning in K-12 education: A systematic literature review. 34-70 - Jiarui Xie, Ana-Paula Correia:
The effects of instructor participation in asynchronous online discussions on student performance: A systematic review. 71-89 - Lixiang Yan, Lele Sha, Linxuan Zhao, Yuheng Li, Roberto Martínez Maldonado, Guanliang Chen, Xinyu Li, Yueqiao Jin, Dragan Gasevic:
Practical and ethical challenges of large language models in education: A systematic scoping review. 90-112
ORIGINAL ARTICLES
- Aibhin Bray, Ann Devitt, Joanne Banks, Sergio Sanchez Fuentes, Marta Sandoval, Katerina Riviou, Darren Byrne, Margaret Flood, Jean Reale, Silvia Terrenzio:
What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level. 113-138 - Joanne Larty, Vivien Hodgson:
An exploration of the ideological becoming of online educators. 139-155 - Jionghao Lin, Mladen Rakovic, Yuheng Li, Haoran Xie, David Lang, Dragan Gasevic, Guanliang Chen:
On the role of politeness in online human-human tutoring. 156-180 - Qingtang Liu, Xinxin Zheng, Yaoyao Liu, Linjing Wu, Si Zhang, Ni Zhang, Qiyun Wang:
Exploration of the characteristics of teachers' multimodal behaviours in problem-oriented teaching activities with different response levels. 181-207 - Anna-Lisa Max, Sarah Lukas, Holger Weitzel:
The pedagogical makerspace: Learning opportunity and challenge for prospective teachers' growth of TPACK. 208-230 - Jodie Torrington, Matt Bower, Emma C. Burns:
Elementary students' self-regulation in computer-based learning environments: How do self-report measures, observations and teacher rating relate to task performance? 231-258 - Rebecca Yvonne Bayeck:
Understanding computational thinking in the gameplay of the African Songo board game. 259-276 - Lijia Lin, Ronnel B. King, Lingyi Fu, Shing-On Leung:
Information and communication technology engagement and digital reading: How meta-cognitive strategies impact their relationship. 277-296 - Ya Xiao, Khe Foon Timothy Hew:
Intangible rewards versus tangible rewards in gamified online learning: Which promotes student intrinsic motivation, behavioural engagement, cognitive engagement and learning performance? 297-317 - Wei Li, Cheng-Ye Liu, Judy C. R. Tseng:
Development of a metacognitive regulation-based collaborative programming system and its effects on students' learning achievements, computational thinking tendency and group metacognition. 318-339 - Francisco David Guillén-Gámez, Ernesto Colomo-Magaña, Julio Ruiz-Palmero, Lukasz Tomczyk:
Teaching digital competence in the use of YouTube and its incidental factors: Development of an instrument based on the UTAUT model from a higher order PLS-SEM approach. 340-362 - Xiang Hu, Haode Zuo, Chun Lai, Gaoxia Zhu, Jiesi Guo, Huiling Tan:
Is social media use for math learning beneficial for ethnic minority students' math identity? A socialization perspective. 363-378 - Chun Lai, Qianshan Chen, Yabing Wang, Xuedan Qi:
Individual interest, self-regulation, and self-directed language learning with technology beyond the classroom. 379-397 - Paula Lehane, Darina Scully, Michael O'Leary:
Why multimedia might matter: The impact of animations and images on item performance and test-taker behaviour. 398-416 - Yun Dai, Ziyan Lin, Ang Liu, Wenlan Wang:
An embodied, analogical and disruptive approach of AI pedagogy in upper elementary education: An experimental study. 417-434
Volume 55, Number 2, March 2024
REVIEWS
- Lucía Márquez, Valeria Henríquez, Henrique Chevreux, Eliana Scheihing, Julio Guerra:
Adoption of learning analytics in higher education institutions: A systematic literature review. 439-459 - Marcel Fernandes Dallaqua, Breno Nunes, Marly M. Carvalho:
Serious games research streams for social change: Critical review and framing. 460-483
ORIGINAL ARTICLES
- Michaela Arztmann, Jessica Lizeth Domínguez Alfaro, Lisette Hornstra, Johan Jeuring, Liesbeth Kester:
In-game performance: The role of students' socio-economic status, self-efficacy and situational interest in an augmented reality game. 484-498 - Jiaqi Yu, André R. Denham:
Utilizing augmented reality for embodied mental rotation training: A learning analytics study. 499-518 - Yu-Ting Chen, Ming Li, Mutlu Cukurova, Morris Siu-Yung Jong:
Incorporation of peer-feedback into the pedagogical use of spherical video-based virtual reality in writing education. 519-540 - Regina Kaplan-Rakowski, Alice Gruber:
An experimental study on reading in high-immersion virtual reality. 541-559 - Miriam Pizzatto Colpo, Tiago Thompsen Primo, Marilton Sanchotene de Aguiar:
Lessons learned from the student dropout patterns on COVID-19 pandemic: An analysis supported by machine learning. 560-585 - Seunghee Jin:
Speaking proficiency and affective effects in EFL: Vlogging as a social media-integrated activity. 586-604 - Weipeng Yang, Chan Wang, Alfredo Bautista:
A YouTube video club for teacher learning: Empowering early childhood educators to teach STEM. 605-624 - Qingchuan Li, Yan Luximon, Jiaxin Zhang, Yao Song:
Measuring and classifying students' cognitive load in pen-based mobile learning using handwriting, touch gestural and eye-tracking data. 625-653 - Seda Özer Sanal, Büsra Çiçek:
University students' digital spaces in online learning communities: Implications for understanding, protecting and maintaining privacy. 654-667 - Mette Alma Kjærsholm Boie, Christian Dalsgaard, Francesco Caviglia:
Digital instinct - A keyword for making sense of students' digital practice and digital literacy. 668-686 - Lo-An Liu, Gwo-Jen Hwang:
Effects of metalinguistic corrective feedback on novice EFL students' digital game-based grammar learning performances, perceptions and behavioural patterns. 687-711 - Tristan Cui, Jeff Wang:
Empowering active learning: A social annotation tool for improving student engagement. 712-730 - Alex Yue Feng Zhu:
Upgrading financial education by adding Python-based personalized financial projection: A randomized control trial. 731-750
Volume 55, Number 3, May 2024
EDITORIAL
- Simon Buckingham Shum, Roberto Martínez Maldonado, Yannis A. Dimitriadis, Patricia Santos:
Human-Centred Learning Analytics: 2019-24. 755-768
ARTICLES
- Fabio Campos, Ha Nguyen, June Ahn, Kara Jackson:
Leveraging cultural forms in human-centred learning analytics design. 769-784 - Isabel Hilliger, Constanza Miranda, Sergio Celis, Mar Pérez-Sanagustín:
Curriculum analytics adoption in higher education: A multiple case study engaging stakeholders in different phases of design. 785-801 - Nicole M. Hutchins, Gautam Biswas:
Co-designing teacher support technology for problem-based learning in middle school science. 802-822 - LuEttaMae Lawrence, Vanessa Echeverría, Kexin Bella Yang, Vincent Aleven, Nikol Rummel:
How teachers conceptualise shared control with an AI co-orchestration tool: A multiyear teacher-centred design process. 823-844 - Korah J. Wiley, Yannis A. Dimitriadis, Marcia C. Linn:
A human-centred learning analytics approach for developing contextually scalable K-12 teacher dashboards. 845-885 - Elvis Ortega-Ochoa, Marta Arguedas, Thanasis Daradoumis:
Empathic pedagogical conversational agents: A systematic literature review. 886-909 - Xiangjun Hao, Xiaoqing Gu:
Analysis of key roles in large-scale online learning: Interactive participation characteristics and knowledge construction behaviour patterns. 910-932 - Qiuchen Yu, Jiangfeng Gou, Yan Li, Zhongling Pi, Jiumin Yang:
Introducing support for learner control: Temporal and organizational cues in instructional videos. 933-956 - Chioma Udeozor, Fernando Russo Abegão, Jarka Glassey:
Measuring learning in digital games: Applying a game-based assessment framework. 957-991 - Yuyao Tong, Chao Yang, Gaowei Chen:
A visual learning analytics approach for knowledge building: Impact on students' epistemic understanding of discourse, productive inquiry and domain knowledge. 992-1019 - Ji Yae Bong, Kyunghwa Cho, Zhichun Liu, Dan He:
A dual-process motivation mediation model to explain female high school students' cognitive engagement and disengagement in emergency remote teaching and online learning in South Korea. 1020-1040 - Heqiu Song, Emilia I. Barakova, Jaap Ham, Panos Markopoulos:
The impact of social robots' presence and roles on children's performance in musical instrument practice. 1041-1059 - Jinbo Tan, Lei Wu, Shanshan Ma:
Collaborative dialogue patterns of pair programming and their impact on programming self-efficacy and coding performance. 1060-1081 - Davy Tsz Kit Ng, Wenjie Wu, Jac Ka Lok Leung, Thomas Kin Fung Chiu, Samuel Kai Wah Chu:
Design and validation of the AI literacy questionnaire: The affective, behavioural, cognitive and ethical approach. 1082-1104 - Chunxiao Yin, Lirui Li, Liang Yu:
Why do college students engage in in-class media multitasking behaviours? A social learning perspective. 1105-1125 - Joanna Löytömäki, Pasi Ohtonen, Kerttu Huttunen:
Serious game the Emotion Detectives helps to improve social-emotional skills of children with neurodevelopmental disorders. 1126-1144 - Yaqian Xu, Yang Yang:
Research on the patterns of the organic growth knowledge production based on a dual perspective of content and behaviour. 1145-1166 - Xiaoxue Leng, Fuxing Wang, Richard E. Mayer, Tingting Zhao:
How to train students to engage in text-picture integration for multimedia lessons. 1167-1188 - Yi Zhang, Caixia Liu, Yana Xing, Zhongling Pi, Jiumin Yang:
How does drawing influence the effectiveness of oral self-explanation versus instructional explanation in video learning? 1189-1208 - Artur Strzelecki, Sara ElArabawy:
Investigation of the moderation effect of gender and study level on the acceptance and use of generative AI by higher education students: Comparative evidence from Poland and Egypt. 1209-1230 - Bowen Liu, Yonghe Wu, Hang Shu, Yongpeng Cui, Can Zuo, Wenhao Li:
Uncovering the predictive effect of behaviours on self-directed learning ability. 1231-1252 - Xiaofang Liao, Xuedi Zhang, Zhifeng Wang, Heng Luo:
Design and implementation of an AI-enabled visual report tool as formative assessment to promote learning achievement and self-regulated learning: An experimental study. 1253-1276
Volume 55, Number 4, July 2024
EDITORIAL
- Mohammad Khalil, Jacqueline Wong, Barbara Wasson, Fred Paas:
Adaptive support for self-regulated learning in digital learning environments. 1281-1289
ARTICLES
- Daryn A. Dever, Megan D. Wiedbusch, Sarah M. Romero, Roger Azevedo:
Investigating pedagogical agents' scaffolding of self-regulated learning in relation to learners' subgoals. 1290-1308 - Lyn Lim, Maria Bannert, Joep van der Graaf, Yizhou Fan, Mladen Rakovic, Shaveen Singh, Inge Molenaar, Dragan Gasevic:
How do students learn with real-time personalized scaffolds? 1309-1327 - Davy Tsz Kit Ng, Chee-Wei Tan, Jac Ka Lok Leung:
Empowering student self-regulated learning and science education through ChatGPT: A pioneering pilot study. 1328-1353 - Héctor J. Pijeira Díaz, Sophia Braumann, Janneke van der Poel, Tamara van Gog, Anique de Bruin:
Towards adaptive support for self-regulated learning of causal relations: Evaluating four Dutch word vector models. 1354-1375 - Mohammed Saqr, Sonsoles López-Pernas:
Mapping the self in self-regulation using complex dynamic systems approach. 1376-1397 - Kshitij Sharma, Andy Nguyen, Yvonne Hong:
Self-regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies. 1398-1436 - Katharina Teich, Vanessa Loock, Nikol Rummel:
Meeting the challenges of continuing education online courses: Can we promote self-regulated learning strategies with adaptive support? 1437-1455
EDITORIAL
- Daniele Di Mitri, Bibeg Limbu, Jan Schneider, Deniz Iren, Michail N. Giannakos, Roland Klemke:
Multimodal and immersive systems for skills development and education. 1456-1464
ARTICLES
- Siem Buseyne, Kamakshi Rajagopal, Thierry Danquigny, Fien Depaepe, Jean Heutte, Annelies Raes:
Assessing verbal interaction of adult learners in computer-supported collaborative problem solving. 1465-1485 - Marta Sobocinski, Daryn A. Dever, Megan Wiedbusch, Foysal Mubarak, Roger Azevedo, Sanna Järvelä:
Capturing self-regulated learning processes in virtual reality: Causal sequencing of multimodal data. 1486-1506 - Eunbyul Yang, Sanghoon Park, Jeeheon Ryu:
The effects of physical fidelity and task repetition on perceived task load and performance in the virtual reality-based training simulation. 1507-1527 - Fernando Pedro Cardenas Hernandez, Jan Schneider, Daniele Di Mitri, Ioana Jivet, Hendrik Drachsler:
Beyond hard workout: A multimodal framework for personalised running training with immersive technologies. 1528-1559 - Regina Kaplan-Rakowski, Deborah Cockerham, Richard E. Ferdig:
The impact of sound and immersive experience on learners when using virtual reality and tablet: A mixed-method study. 1560-1582 - Cynthia M. D'Angelo, Robin Jephthah Rajarathinam:
Speech analysis of teaching assistant interventions in small group collaborative problem solving with undergraduate engineering students. 1583-1601 - Pankaj Chejara, Reet Kasepalu, Luis Pablo Prieto, María Jesús Rodríguez-Triana, Adolfo Ruiz-Calleja, Bertrand Schneider:
How well do collaboration quality estimation models generalize across authentic school contexts? 1602-1624 - Sinem Aslan, Lenitra Megail Durham, Nese Alyüz, Rebecca Chierichetti, Pete Denman, Eda Okur, David Gonzalez-Aguirre, Julio Zamora-Esquivel, Héctor A. Cordourier Maruri, Sangita Sharma, Giuseppe Raffa, Richard E. Mayer, Lama Nachman:
What is the impact of a multi-modal pedagogical conversational AI system on parents' concerns about technology use by young children? 1625-1650 - Yongluan Ye, Regina Kaplan-Rakowski:
An exploratory study on practising listening comprehension skills in high-immersion virtual reality. 1651-1672 - Linxuan Zhao, Dragan Gasevic, Zachari Swiecki, Yuheng Li, Jionghao Lin, Lele Sha, Lixiang Yan, Riordan Alfredo, Xinyu Li, Roberto Martínez Maldonado:
Towards automated transcribing and coding of embodied teamwork communication through multimodal learning analytics. 1673-1702 - Suping Yi, Yanyan Zhang, Yefeng Lu, Rustam Shadiev:
Sense of belonging, academic self-efficacy and hardiness: Their impacts on student engagement in distance learning courses. 1703-1727 - Scott W. T. McNamara, Sophia D. Min:
Understanding why educational professionals engage with podcasts: Educational Podcasts Motivational Scale development and validation. 1728-1746 - Ikenna Osakwe, Guanliang Chen, Yizhou Fan, Mladen Rakovic, Shaveen Singh, Lyn Lim, Joep van der Graaf, Johanna D. Moore, Inge Molenaar, Maria Bannert, Alexander Whitelock-Wainwright, Dragan Gasevic:
Towards prescriptive analytics of self-regulated learning strategies: A reinforcement learning approach. 1747-1771 - Imogen Casebourne:
Left to their own devices: An exploration of context in seamless work-related mobile learning. 1772-1789 - Anni Chen, Wei Li, Weidong Fu:
Unleashing digital superheroes: Unravelling the empathy factor in digital competence and online teacher autonomy support. 1790-1810 - Oleksandra Poquet:
A shared lens around sensemaking in learning analytics: What activity theory, definition of a situation and affordances can offer. 1811-1831
Volume 55, Number 5, September 2024
Editorial
- Cristian Cechinel, Jorge Maldonado-Mahauad, Roberto Muñoz, Xavier Ochoa:
Evidence-based learning analytics: Reusing and reapplying successful methods and techniques in real learning settings. 1837-1840
Article
- Rebecca L. Matz, Mark Mills, Holly A. Derry, Benjamin T. Hayward, Caitlin Hayward:
Viewing tailored nudges is correlated with improved mastery-based assessment scores. 1841-1859 - Robert D. Plumley, Matthew L. Bernacki, Jeffrey Alan Greene, Shelbi L. Kuhlmann, Mladen Rakovic, Christopher J. Urban, Kelly A. Hogan, Chaewon Lee, Abigail T. Panter, Kathleen M. Gates:
Co-designing enduring learning analytics prediction and support tools in undergraduate biology courses. 1860-1883 - Valeria Henríquez, Julio Guerra, Eliana Scheihing:
The impact of an academic counselling learning analytics tool: Evidence from 3 years of use. 1884-1899 - Lixiang Yan, Vanessa Echeverría, Yueqiao Jin, Gloria Fernández-Nieto, Linxuan Zhao, Xinyu Li, Riordan Alfredo, Zachari Swiecki, Dragan Gasevic, Roberto Martínez-Maldonado:
Evidence-based multimodal learning analytics for feedback and reflection in collaborative learning. 1900-1925 - Lubna Hakami, Davinia Hernández-Leo, Ishari Amarasinghe, Batuhan Sayis:
Investigating teacher orchestration load in scripted CSCL: A multimodal data analysis perspective. 1926-1949 - Hanall Sung, Mitchell J. Nathan:
Your body tells how you engage in collaboration: Machine-detected body movements as indicators of engagement in collaborative math knowledge building. 1950-1973
Editorial
- Olga Viberg, René F. Kizilcec, Alyssa Friend Wise, Ioana Jivet, Nia Nixon:
Advancing equity and inclusion in educational practices with AI-powered educational decision support systems (AI-EDSS). 1974-1981
Article
- Jinsook Lee, Yann Hicke, Renzhe Yu, Christopher Brooks, René F. Kizilcec:
The life cycle of large language models in education: A framework for understanding sources of bias. 1982-2002 - Mudit Mangal, Zachary A. Pardos:
Implementing equitable and intersectionality-aware ML in education: A practical guide. 2003-2038 - Yerin Kwak, Zachary A. Pardos:
Bridging large language model disparities: Skill tagging of multilingual educational content. 2039-2057 - Vaclav Bayer, Paul Mulholland, Martin Hlosta, Tracie Farrell, Christothea Herodotou, Miriam Fernández:
Co-creating an equality diversity and inclusion learning analytics dashboard for addressing awarding gaps in higher education. 2058-2074 - Paul Prinsloo, Mohammad Khalil, Sharon Slade:
Vulnerable student digital well-being in AI-powered educational decision support systems (AI-EDSS) in higher education. 2075-2092 - Sam von Gillern, Chad A. Rose, Amy Hutchison:
How students can be effective citizens in the digital age: Establishing the Teachers' Perceptions on Digital Citizenship Scale. 2093-2109 - Andrew Kemp, Edward Palmer, Peter Strelan, Mery Helen Thompson:
Testing a novel extended educational technology acceptance model using student attitudes towards virtual classrooms. 2110-2131 - Kun Huang, Victor Law, Anita Lee-Post:
Relationships among class climate, students' internal help-seeking inclinations, participation in peer help and achievement in an online class. 2132-2150 - Xiaomeng Li, Falian Zhang, Peng Duan, Zhonggen Yu:
Teacher support, academic engagement and learning anxiety in online foreign language learning. 2151-2172 - Shen Ba, Xiao Hu, David Stein, Qingtang Liu:
Anatomizing online collaborative inquiry using directional epistemic network analysis and trajectory tracking. 2173-2191 - Aron Truss, Karen McBride, Hannah Porter, Valerie Anderson, Geraldine Stilwell, Christina Philippou, Andy Taggart:
Learner engagement with instructor-generated video. 2192-2211 - Shan Li, Xiaoshan Huang, Lijia Lin, Fu Chen:
Exploring influential factors in peer upvoting within social annotation. 2212-2225 - Yukyeong Song, Wanli Xing, Chenglu Li, Xiaoyi Tian, Yingbo Ma:
Investigating the relationship between math literacy and linguistic synchrony in online mathematical discussions through large-scale data analytics. 2226-2256 - Filip Moons, Alexander Holvoet, Katrin Klingbeil, Ellen Vandervieren:
Comparing reusable, atomic feedback with classic feedback on a linear equations task using text mining and qualitative techniques. 2257-2277 - Tiphaine Colliot, Omar Krichen, Nathalie Girard, Éric Anquetil, Éric Jamet:
What makes tablet-based learning effective? A study of the role of real-time adaptive feedback. 2278-2295 - Enrico Gandolfi, Richard E. Ferdig, Karl W. Kosko:
Evaluating how extended reality delivery device and preservice teacher major impact presence in immersive learning environments. 2296-2314 - Hsin-Yi Liang, Gwo-Jen Hwang, Tien-Yu Hsu, Jen-Yuan Yeh:
Effect of an AI-based chatbot on students' learning performance in alternate reality game-based museum learning. 2315-2338 - Chih-Hung Chen, Jia-Yu Syu:
Effects of integrating a role-playing game into a virtual reality-based learning approach on students' perceptions of immersion, self-efficacy, learning motivation and achievements. 2339-2356 - Tongxi Liu:
Assessing implicit computational thinking in game-based learning: A logical puzzle game study. 2357-2382 - Kai Zhang, Jingying Chen, Zongkai Yang:
Use of human-computer interactive games for the dynamic assessment of language skills of children with autism spectrum disorder. 2383-2402 - Özlem Altindag Kumas, Adile Emel Sardohan Yildirim:
Exploring digital parenting awareness, self-efficacy and attitudes in families with special needs children. 2403-2418
Volume 55, Number 6, November 2024
Review
- Zhujun Jiang, Yicong Zhang, Feng-Kuang Chiang:
Meta-analysis of the effect of 360-degree videos on students' learning outcomes and non-cognitive outcomes. 2423-2456 - Nadira Dayo, Sameh Said-Metwaly, Wim van den Noortgate:
Evaluating technology enhanced learning by using single-case experimental design: A systematic review. 2457-2477 - Jiyuan Zeng, Daner Sun, Chee-Kit Looi, Andy Chun Wai Fan:
Exploring the impact of gamification on students' academic performance: A comprehensive meta-analysis of studies from the year 2008 to 2023. 2478-2502
Original Article
- Helen Crompton, Adam Edmett, Neenaz Ichaporia, Diane Burke:
AI and English language teaching: Affordances and challenges. 2503-2529 - Deliang Wang, Cunling Bian, Gaowei Chen:
Using explainable AI to unravel classroom dialogue analysis: Effects of explanations on teachers' trust, technology acceptance and cognitive load. 2530-2556 - Shiyan Jiang, Jeanne McClure, Cansu Tatar, Franziska Bickel, Carolyn P. Rosé, Jie Chao:
Towards inclusivity in AI: A comparative study of cognitive engagement between marginalized female students and peers. 2557-2573 - Fengyao Sun, Peiyao Tian, Daner Sun, Yanhua Fan, Yuqin Yang:
Pre-service teachers' inclination to integrate AI into STEM education: Analysis of influencing factors. 2574-2596 - Olga Viberg, Chantal Mutimukwe, Stefan Hrastinski, Teresa Cerratto-Pargman, Joakim Lilliesköld:
Exploring teachers' (future) digital assessment practices in higher education: Instrument and model development. 2597-2616 - Anveshna Srivastava, Vihang Vaidya, Sahana Murthy, Chandan Dasgupta:
GeoSolvAR: Scaffolding spatial perspective-taking ability of middle-school students using AR-enhanced inquiry learning environment. 2617-2638 - Qing Ma, Hiu Tung Hubert Lee, Xuesong (Andy) Gao, Ching-Sing Chai:
Learning by design: Enhancing online collaboration in developing pre-service TESOL teachers' TPACK for teaching with corpus technology. 2639-2667 - Rustam Shadiev, Xuan Chen, Barry Lee Reynolds, Yanjie Song, Fahriye Altinay:
Facilitating cognitive development and addressing stereotypes with a cross-cultural learning activity supported by interactive 360-degree video technology. 2668-2696 - Reilly Norum, Ji-Eun Lee, Erin Ottmar, Lane Harrison:
Student profiles based on in-game performance and help-seeking behaviours in an online mathematics game. 2697-2718 - Carlotta Rivella, Clara Bombonato, Chiara Pecini, Andrea Frascari, Paola Viterbori:
Improving executive functions at school. Integrating metacognitive exercise in class and computerized training at home to ensure training intensity and generalization. A feasibility pilot study. 2719-2739 - Ying Zhan, Daner Sun, Ho Man Kong, Ye Zeng:
Primary school teachers' classroom-based e-assessment practices: Insights from the theory of planned behaviour. 2740-2759 - Esinam Afi Kayi:
Transitioning to blended learning during COVID-19: Exploring instructors and adult learners' experiences in three Ghanaian universities. 2760-2786
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