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ORCIDComputers & Education, Volume 87
Volume 87, September 2015
- Caroline F. Timmers, Amber Walraven
, Bernard P. Veldkamp:
The effect of regulation feedback in a computer-based formative assessment on information problem solving. 1-9 - Rivka Taub, Michal Armoni, Esther Bagno, Mordechai Ben-Ari:
The effect of computer science on physics learning in a computational science environment. 10-23 - Andrea Gauthier, Michael Corrin, Jodie Jenkinson:
Exploring the influence of game design on learning and voluntary use in an online vascular anatomy study aid. 24-34 - Nergiz Ercil Cagiltay, Erol Özçelik, Nese Sahin Ozcelik:
The effect of competition on learning in games. 35-41 - Juan-Fernando Martín-SanJosé, M. Carmen Juan, Ignacio Seguí, Inmaculada García-García:
The effects of computer-based games and collaboration in large groups vs. collaboration in pairs or traditional methods. 42-54 - Koen Aesaert, Daniël van Nijlen, Ruben Vanderlinde, Jo Tondeur, Ines Devlieger, Johan van Braak:
The contribution of pupil, classroom and school level characteristics to primary school pupils' ICT competences: A performance-based approach. 55-69 - Mar Pérez-Sanagustín, Pedro J. Muñoz Merino, Carlos Alario-Hoyos, Xavier Soldani, Carlos Delgado Kloos:
Lessons learned from the design of situated learning environments to support collaborative knowledge construction. 70-82 - Nick Deschacht, Katie Goeman:
The effect of blended learning on course persistence and performance of adult learners: A difference-in-differences analysis. 83-89 - Jesper Aagaard:
Drawn to distraction: A qualitative study of off-task use of educational technology. 90-97 - Marija Cubric, Amanda Jefferies:
The benefits and challenges of large-scale deployment of electronic voting systems: University student views from across different subject groups. 98-111 - Jill P. Brown:
Complexities of digital technology use and the teaching and learning of function. 112-122 - Gökhan Akçapinar:
How automated feedback through text mining changes plagiaristic behavior in online assignments. 123-130 - Sara Price, Carey Jewitt, Lucrezia Crescenzi:
The role of iPads in pre-school children's mark making development. 131-141 - Iris Reychav, Mary Melinda Dunaway, Michiko Kobayashi:
Understanding mobile technology-fit behaviors outside the classroom. 142-150 - Mingzhu Qiu, Douglas McDougall:
Influence of group configuration on online discourse reading. 151-165 - Maira B. Carvalho, Francesco Bellotti, Riccardo Berta, Alessandro De Gloria, Carolina Islas Sedano, Jannicke Baalsrud Hauge, Jun Hu, Matthias Rauterberg:
An activity theory-based model for serious games analysis and conceptual design. 166-181 - Borja Manero, Javier Torrente, Ángel Serrano, Iván Martínez-Ortiz, Baltasar Fernández-Manjón:
Can educational video games increase high school students' interest in theatre? 182-191 - Kutay Güler:
Social media-based learning in the design studio: A comparative study. 192-203 - Srecko Joksimovic, Dragan Gasevic, Thomas M. Loughin, Vitomir Kovanovic, Marek Hatala:
Learning at distance: Effects of interaction traces on academic achievement. 204-217 - James R. Brinson:
Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. 218-237 - Casper J. Albers, Anja J. Boevé, Rob R. Meijer:
A critique to Akdemir and Oguz (2008): Methodological and statistical issues to consider when conducting educational experiments. 238-242 - Yueh-Min Huang, Po-Sheng Chiu:
The effectiveness of the meaningful learning-based evaluation for different achieving students in a ubiquitous learning context. 243-253 - María-Dolores Cano, Ramon Sanchez-Iborra:
On the use of a multimedia platform for music education with handicapped children: A case study. 254-276 - Kenton F. Machina, Anu A. Gokhale:
Interventions for increasing male and female undergraduate interest in information technology. 277-284 - Claire Wladis, Alyse C. Hachey, Katherine M. Conway:
Which STEM majors enroll in online courses, and why should we care? The impact of ethnicity, gender, and non-traditional student characteristics. 285-308 - Stergios Tegos, Stavros N. Demetriadis, Anastasios Karakostas:
Promoting academically productive talk with conversational agent interventions in collaborative learning settings. 309-325 - Pei-Lan Lei, Chuen-Tsai Sun, Sunny S. J. Lin, Tsung-Kuan Huang:
Effect of metacognitive strategies and verbal-imagery cognitive style on biology-based video search and learning performance. 326-339 - Yoon Jeon Kim, Valerie J. Shute:
The interplay of game elements with psychometric qualities, learning, and enjoyment in game-based assessment. 340-356 - Chih-Ming Chang, Yin-Lan Chen, Yun-yin Huang, Chien Chou:
Why do they become potential cyber-plagiarizers? Exploring the alternative thinking of copy-and-paste youth in Taiwan. 357-367 - Yanru Guo, Dion Hoe-Lian Goh, Brendan Luyt, Sei-Ching Joanna Sin, Rebecca Pei-Hui Ang:
The effectiveness and acceptance of an affective information literacy tutorial. 368-384 - Abdullah Noorhidawati, Seyedeh Ghazal Ghalebandi, R. Siti Hajar:
How do young children engage with mobile apps? Cognitive, psychomotor, and affective perspective. 385-395 - Alejandro Calderón, Mercedes Ruiz:
A systematic literature review on serious games evaluation: An application to software project management. 396-422 - Yunusa Olufadi:
Gravitating towards mobile phone (GoToMP) during lecture periods by students: Why are they using it? and how can it be measured? 423-436
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