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ORCIDComputers & Education, Volume 139
Volume 139, October 2019
- Juneyoung Park
, Seunghyun Kim, Auk Kim, Mun Yong Yi:
Learning to be better at the game: Performance vs. completion contingent reward for game-based learning. 1-15 - James P. Bywater, Jennifer L. Chiu, James Hong, Vidhya Sankaranarayanan:
The Teacher Responding Tool: Scaffolding the teacher practice of responding to student ideas in mathematics classrooms. 16-30 - Katharina Scheiter, Carina Schubert, Anne Schüler, Holger Schmidt, Gottfried Zimmermann, Benjamin Wassermann, Marie-Christin Krebs, Thérése Eder:
Adaptive multimedia: Using gaze-contingent instructional guidance to provide personalized processing support. 31-47 - Yu-Chu Yeh, Elisa Marie Rega, Szu-Yu Chen:
Enhancing creativity through aesthetics-integrated computer-based training: The effectiveness of a FACE approach and exploration of moderators. 48-64 - Elon Langbeheim, Sharona T. Levy:
Diving into the particle model: Examining the affordances of a single user participatory simulation. 65-80 - Mingzhu Qiu:
Fostering both extensive and intensive threaded discourse - Discussion thread development and class size. 81-101 - Edoardo Degli Innocenti, Michele Geronazzo, Diego Vescovi, Rolf Nordahl, Stefania Serafin, Luca Andrea Ludovico, Federico Avanzini:
Mobile virtual reality for musical genre learning in primary education. 102-117 - Rianne A. M. Bouwmeester, Renske A. M. de Kleijn, Inge E. T. van den Berg, Olle Th. J. ten Cate, Harold V. M. van Rijen, Hendrika E. Westerveld:
Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge. 118-128 - Serhat Altiok, Zeynep Baser, Erman Yükseltürk:
Enhancing metacognitive awareness of undergraduates through using an e-educational video environment. 129-145 - Xiaochun Xie, Xiaosong Gai, Yong Zhou:
A meta-analysis of media literacy interventions for deviant behaviors. 146-156 - Ching-Ter Chang, Chang-Shu Tu, Jeyhun Hajiyev:
Integrating academic type of social media activity with perceived academic performance: A role of task-related and non-task-related compulsive Internet use. 157-172 - J. Elizabeth Richey, Juan Miguel L. Andres-Bray, Michael Mogessie Ashenafi, Richard Scruggs, Juliana Ma. Alexandra L. Andres, Jon R. Star, Ryan S. Baker, Bruce M. McLaren:
More confusion and frustration, better learning: The impact of erroneous examples. 173-190 - Yu-Ren Lin:
Student positions and web-based argumentation with the support of the six thinking hats. 191-206 - Huichen Lin, Gwo-Jen Hwang, Yaw-Don Hsu:
Effects of ASQ-based flipped learning on nurse practitioner learners' nursing skills, learning achievement and learning perceptions. 207-221
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