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ORCIDComputers & Education, Volume 103
Volume 103, December 2016
- Farshid Marbouti, Heidi A. Diefes-Dux
, Krishna Madhavan:
Models for early prediction of at-risk students in a course using standards-based grading. 1-15 - Johan Van Niekerk, Paul Webb:
The effectiveness of brain-compatible blended learning material in the teaching of programming logic. 16-27 - Douglas B. Clark, Satyugjit S. Virk, Jackie Barnes, Deanne M. Adams:
Self-explanation and digital games: Adaptively increasing abstraction. 28-43 - Erika E. Smith:
"A real double-edged sword: " Undergraduate perceptions of social media in their learning. 44-58 - Yanru Guo, Dion Hoe-Lian Goh:
Evaluation of affective embodied agents in an information literacy game. 59-75 - Chijioke Jonathan Olelewe, Emmanuel E. Agomuo:
Effects of B-learning and F2F learning environments on students' achievement in QBASIC programming. 76-86 - Mehdi Darban, Dong-Heon Kwak, Shuyuan Deng, Mark Srite, Saerom Lee:
Antecedents and consequences of perceived knowledge update in the context of an ERP simulation game: A multi-level perspective. 87-98 - Cheng-Huan Chen, Chiung-Hui Chiu:
Employing intergroup competition in multitouch design-based learning to foster student engagement, learning achievement, and creativity. 99-113 - Fengfeng Ke, Peter Carafano:
Collaborative science learning in an immersive flight simulation. 114-123 - Hui-Lien Chou, Chao-Hsiu Chen:
Beyond identifying privacy issues in e-learning settings - Implications for instructional designers. 124-133 - Victor Law, Ching-Huei Chen:
Promoting science learning in game-based learning with question prompts and feedback. 134-143 - Berkay Çelik, Kerim Gündogdu:
The effect of using humor and concept cartoons in high school ICT lesson on students' achievement, retention, attitude and anxiety. 144-157 - Steffi Zander, Stefanie Wetzel, Sven Bertel:
Rotate it! - Effects of touch-based gestures on elementary school students' solving of mental rotation tasks. 158-169 - Isabel Buil, Sara Catalán, Eva Martínez:
Do clickers enhance learning? A control-value theory approach. 170-182
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