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ORCIDComputers & Education, Volume 120
Volume 120, May 2018
- Joanna K. Hubbard
, Brian Couch:
The positive effect of in-class clicker questions on later exams depends on initial student performance level but not question format. 1-12 - Kristian Kiili, Korbinian Moeller, Manuel Ninaus:
Evaluating the effectiveness of a game-based rational number training - In-game metrics as learning indicators. 13-28 - Rachel Carlos Duque Reis, Seiji Isotani, Carla Lopes Rodriguez, Kamila Takayama Lyra, Patrícia Augustin Jaques, Ig Ibert Bittencourt:
Affective states in computer-supported collaborative learning: Studying the past to drive the future. 29-50 - Andree Hartanto, Wei Xing Toh, Hwajin Yang:
Context counts: The different implications of weekday and weekend video gaming for academic performance in mathematics, reading, and science. 51-63 - Damla Topalli, Nergiz Ercil Cagiltay:
Improving programming skills in engineering education through problem-based game projects with Scratch. 64-74 - Nadia Parsazadeh, Rosmah Ali, Mehran Rezaei:
A framework for cooperative and interactive mobile learning to improve online information evaluation skills. 75-89 - Taj W. Makki, LaToya J. O'Neal, Shelia R. Cotten, R. V. Rikard:
When first-order barriers are high: A comparison of second- and third-order barriers to classroom computing integration. 90-97 - Bradley M. Waite, Rachel Lindberg, Brittany Ernst, Laura L. Bowman, Laura E. Levine:
Off-task multitasking, note-taking and lower- and higher-order classroom learning. 98-111 - Amin Zaini:
Word processors as monarchs: Computer-generated feedback can exercise power over and influence EAL learners' identity representations. 112-126 - Keng-Boon Ooi, Jun-Jie Hew, Voon-Hsien Lee:
Could the mobile and social perspectives of mobile social learning platforms motivate learners to learn continuously? 127-145 - Andrew T. Stull, Logan Fiorella, Morgan J. Gainer, Richard E. Mayer:
Using transparent whiteboards to boost learning from online STEM lectures. 146-159 - Julia Gerick:
School level characteristics and students' CIL in Europe - A latent class analysis approach. 160-171 - Cathy Weng, Sarah Otanga, Apollo Weng, Joanne Cox:
Effects of interactivity in E-textbooks on 7th graders science learning and cognitive load. 172-184 - Lisa Stark, Roland Brünken, Babette Park:
Emotional text design in multimedia learning: A mixed-methods study using eye tracking. 185-196 - Ruth Boelens, Michiel Voet, Bram de Wever:
The design of blended learning in response to student diversity in higher education: Instructors' views and use of differentiated instruction in blended learning. 197-212 - Lu Ding, Erkan Er, Michael Orey:
An exploratory study of student engagement in gamified online discussions. 213-226 - Luke K. Fryer, H. Nicholas Bovee:
Staying motivated to e-learn: Person- and variable-centred perspectives on the longitudinal risks and support. 227-240 - Miaoting Cheng, Allan Hoi Kau Yuen:
Student continuance of learning management system use: A longitudinal exploration. 241-253
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