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ORCIDComputers & Education, Volume 52
Volume 52, Number 1, January 2009
- Marina Papastergiou
:
Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation. 1-12 - Hsin-Chou Huang, Chiou-lan Chern, Chih-Cheng Lin:
EFL learners' use of online reading strategies and comprehension of texts: An exploratory study. 13-26 - Marco Lazzari:
Creative use of podcasting in higher education and its effect on competitive agency. 27-34 - Teresa Martín-Blas, Ana Serrano-Fernández:
The role of new technologies in the learning process: Moodle as a teaching tool in Physics. 35-44 - Maria Limniou, Nikos Papadopoulos, Christopher Whitehead:
Integration of simulation into pre-laboratory chemical course: Computer cluster versus WebCT. 45-52 - Yueh-Min Huang, Yen-Ting Lin, Shu-Chen Cheng:
An adaptive testing system for supporting versatile educational assessment. 53-67 - Hakan Tüzün, Meryem Yilmaz-Soylu, Türkan Karakus, Yavuz Inal, Gonca Kizilkaya:
The effects of computer games on primary school students' achievement and motivation in geography learning. 68-77 - Stefan Hrastinski:
A theory of online learning as online participation. 78-82 - Christina Hadjithoma, Yiasemina Karagiorgi:
The use of ICT in primary schools within emerging communities of implementation. 83-91 - R. S. Shaw, Charlie C. Chen, Albert L. Harris, Hui-Jou Huang:
The impact of information richness on information security awareness training effectiveness. 92-100 - Fong-Ling Fu, Rong-Chang Su, Sheng-Chin Yu:
EGameFlow: A scale to measure learners' enjoyment of e-learning games. 101-112 - Fleur Ruth Prinsen, Monique Volman, Jan Terwel, P. van den Eeden:
Effects on participation of an experimental CSCL-programme to support elaboration: Do all students benefit? 113-125 - Carlos Alberto Jara, Francisco A. Candelas Herías, Fernando Torres Medina, Sebastián Dormido, Francisco Esquembre, Óscar Reinoso:
Real-time collaboration of virtual laboratories through the Internet. 126-140 - Melissa Cole:
Using Wiki technology to support student engagement: Lessons from the trenches. 141-146 - Miguel Nussbaum, Claudio Alvarez, Angela McFarlane, Florencia Gómez, Susana Claro, Darinka Radovic:
Technology as small group face-to-face Collaborative Scaffolding. 147-153 - Charoula Angeli, Nicos Valanides:
Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). 154-168 - Äli Leijen, Ineke Lam, Liesbeth Wildschut, P. Robert-Jan Simons, Wilfried Admiraal:
Streaming video to enhance students' reflection in dance education. 169-176 - Rodolphe Buda:
Learning-testing process in classroom: An empirical simulation model. 177-187 - Mark Madden, Paul W. H. Chung, Christian W. Dawson:
Cartoons beyond clipart: A computer tool for storyboarding and storywriting. 188-200 - Glenn Gordon Smith, Helen Gerretson, Sinan Olkun, Yuan Yuan, James Dogbey, Aliye Erdem:
Stills, not full motion, for interactive spatial training: American, Turkish and Taiwanese female pre-service teachers learn spatial visualization. 201-209 - Shahron Williams van Rooij:
Scaffolding project-based learning with the project management body of knowledge (PMBOK®). 210-219 - Andrea De Lucia, Rita Francese, Ignazio Passero, Genoveffa Tortora:
Development and evaluation of a virtual campus on Second Life: The case of SecondDMI. 220-233 - Amber Walraven, Saskia Brand-Gruwel, Henny P. A. Boshuizen:
How students evaluate information and sources when searching the World Wide Web for information. 234-246 - Syh-Jong Jang:
Exploration of secondary students' creativity by integrating web-based technology into an innovative science curriculum. 247-255 - Chih-Ming Chen, Ming-Chuan Chen:
Mobile formative assessment tool based on data mining techniques for supporting web-based learning. 256-273
Volume 52, Number 2, February 2009
- Siu Cheung Kong, Kai Ming Li:
Collaboration between school and parents to foster information literacy: Learning in the information society. 275-282 - Nian-Shing Chen, Chun-Wang Wei, Kuen-Ting Wu, Lorna Uden:
Effects of high level prompts and peer assessment on online learners' reflection levels. 283-291 - Andreas Holzinger, Michael D. Kickmeier-Rust, Siegfried Wassertheurer, Michael Hessinger:
Learning performance with interactive simulations in medical education: Lessons learned from results of learning complex physiological models with the HAEMOdynamics SIMulator. 292-301 - Timothy Teo:
Modelling technology acceptance in education: A study of pre-service teachers. 302-312 - Chiung-Fang Chiu, Greg C. Lee:
A video lecture and lab-based approach for learning of image processing concepts. 313-323 - Daniëlle M. L. Verstegen, Y. F. Barnard, A. Pilot:
Designing needs statements in a systematic iterative way. 324-332 - Siong-Hoe Lau, Peter Charles Woods:
Understanding the behavior changes in belief and attitude among experienced and inexperienced learning object users. 333-342 - Sara de Freitas, Tim Neumann:
The use of 'exploratory learning' for supporting immersive learning in virtual environments. 343-352 - Brian R. Belland:
Using the theory of habitus to move beyond the study of barriers to technology integration. 353-364 - So Young Kwon, Lauren Cifuentes:
The comparative effect of individually-constructed vs. collaboratively-constructed computer-based concept maps. 365-375 - Adam C. Carle, David Jaffee, Deborah Miller:
Engaging college science students and changing academic achievement with technology: A quasi-experimental preliminary investigation. 376-380 - Hüseyin Uzunboylu, Nadire Cavus, Erinc Ercag:
Using mobile learning to increase environmental awareness. 381-389 - G. Korakakis, Evangelia A. Pavlatou, J. A. Palyvos, N. Spyrellis:
3D visualization types in multimedia applications for science learning: A case study for 8th grade students in Greece. 390-401 - Michael K. Barbour, Thomas C. Reeves:
The reality of virtual schools: A review of the literature. 402-416 - Shih-Wei Chou, Hui-Tzu Min:
The impact of media on collaborative learning in virtual settings: The perspective of social construction. 417-431 - Katherine Osterlund, Karen Robson:
The impact of ICT on work-life experiences among university Teaching Assistants. 432-437 - Kiriakos Patriarcheas, Michalis Nik Xenos:
Modelling of distance education forum: Formal languages as interpretation methodology of messages in asynchronous text-based discussion. 438-448 - Sanne Akkerman, Wilfried Admiraal, Jantina Huizenga:
Storification in History education: A mobile game in and about medieval Amsterdam. 449-459 - Urko Rueda, Ana Arruarte Lasa, Jon A. Elorriaga, Elena Herrán:
Learning the attachment theory with the CM-ED concept map editor. 460-469 - Wan Ng, Howard Nicholas:
Introducing pocket PCs in schools: Attitudes and beliefs in the first year. 470-480 - Fu-Ren Lin, Lu-Shih Hsieh, Fu-Tai Chuang:
Discovering genres of online discussion threads via text mining. 481-495 - Tanya Jane McGill, Jane E. Klobas:
A task-technology fit view of learning management system impact. 496-508 - N. Ding:
Visualizing the sequential process of knowledge elaboration in computer-supported collaborative problem solving. 509-519
Volume 52, Number 3, April 2009
- Linda Clarke:
The POD model: Using communities of practice theory to conceptualise student teachers' professional learning online. 521-529 - Chun-Yi Lee, Ming-Puu Chen:
A computer game as a context for non-routine mathematical problem solving: The effects of type of question prompt and level of prior knowledge. 530-542 - Peter Shea, Temi Bidjerano:
Community of inquiry as a theoretical framework to foster "epistemic engagement" and "cognitive presence" in online education. 543-553 - Jean Écalle, Annie Magnan, Caroline Calmus:
Lasting effects on literacy skills with a computer-assisted learning using syllabic units in low-progress readers. 554-561 - Anastasios (Tasos) Barkatsas, Katerina Kasimatis, Vasilis Gialamas:
Learning secondary mathematics with technology: Exploring the complex interrelationship between students' attitudes, engagement, gender and achievement. 562-570 - Astrid R. Jacobson, Roberta Militello, Philippe C. Baveye:
Development of computer-assisted virtual field trips to support multidisciplinary learning. 571-580 - M. Pilar Alberola Colomar, Eva Gil Guzmán:
ICT-SUSTOUR and MARKETOUR: Two second language acquisition projects through a virtual learning environment. 581-587 - Manuel J. Sánchez-Franco, Francisco José Martínez-López, Félix A. Martín-Velicia:
Exploring the impact of individualism and uncertainty avoidance in Web-based electronic learning: An empirical analysis in European higher education. 588-598 - SuHoun Liu, Hsiu-Li Liao, Jean A. Pratt:
Impact of media richness and flow on e-learning technology acceptance. 599-607 - Olatz Lopez-Fernandez, Jose Luis Rodriguez-Illera:
Investigating university students' adaptation to a digital learner course portfolio. 608-616 - Dani McKinney, Jennifer L. Dyck, Elise S. Luber:
iTunes University and the classroom: Can podcasts replace Professors? 617-623 - Darrell M. Hull, Terrill F. Saxon:
Negotiation of meaning and co-construction of knowledge: An experimental analysis of asynchronous online instruction. 624-639 - Teena Willoughby, S. Alexandria Anderson, Eileen Wood, Julie Mueller, Craig Ross:
Fast searching for information on the Internet to use in a learning context: The impact of domain knowledge. 640-648 - Seong Ik Park, Gyumin Lee, Meekyoung Kim:
Do students benefit equally from interactive computer simulations regardless of prior knowledge levels? 649-655 - Lisbeth Amhag, Anders Jakobsson:
Collaborative learning as a collective competence when students use the potential of meaning in asynchronous dialogues. 656-667 - Els Kuiper, Monique Volman, Jan Terwel:
Developing Web literacy in collaborative inquiry activities. 668-680 - Haluk Özmen, Hülya Demircioglu, Gökhan Demircioglu:
The effects of conceptual change texts accompanied with animations on overcoming 11th grade students' alternative conceptions of chemical bonding. 681-695 - Monika Sieverding, Sabine C. Koch:
(Self-)Evaluation of computer competence: How gender matters. 696-701 - Siu Cheung Kong, Yau-yuen Yeung, Xian Qiu Wu:
An experience of teaching for learning by observation: Remote-controlled experiments on electrical circuits. 702-717
Volume 52, Number 4, May 2009
- Susan McKenney, Joke Voogt:
Designing technology for emergent literacy: The PictoPal initiative. 719-729 - Robin H. Kay:
Examining gender differences in attitudes toward interactive classroom communications systems (ICCS). 730-740 - K. Dalacosta, M. Kamariotaki-Paparrigopoulou, J. A. Palyvos, N. Spyrellis:
Multimedia application with animated cartoons for teaching science in elementary education. 741-748 - Colin A. Higgins, Brett Bligh, Pavlos Symeonidis, Athanasios Tsintsifas:
Authoring diagram-based CBA with CourseMarker. 749-761 - Choo-Yee Ting, Somnuk Phon-Amnuaisuk:
Factors influencing the performance of Dynamic Decision Network for INQPRO. 762-780 - Sergey Butakov, Vladislav Scherbinin:
The toolbox for local and global plagiarism detection. 781-788 - Yueh-Min Huang, Chien-Hung Liu:
Applying adaptive swarm intelligence technology with structuration in web-based collaborative learning. 789-799 - Bokyeong Kim, Hyungsung Park, Youngkyun Baek:
Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. 800-810 - Panagiotis Siozos, George Palaigeorgiou, George Triantafyllakos, Theofanis Despotakis:
Computer based testing using "digital ink": Participatory design of a Tablet PC based assessment application for secondary education. 811-819 - Masanori Yamada:
The role of social presence in learner-centered communicative language learning using synchronous computer-mediated communication: Experimental study. 820-833 - Shu-Chiao Tsai:
Courseware development for semiconductor technology and its application into instruction. 834-847 - Fang-Ying Yang, Cheng-Chieh Chang:
Examining high-school students' preferences toward learning environments, personal beliefs and concept learning in web-based contexts. 848-857 - April Savoy, Robert W. Proctor, Gavriel Salvendy:
Information retention from PowerPointTM and traditional lectures. 858-867 - Kimberley A. Babb, Craig Ross:
The timing of online lecture slide availability and its effect on attendance, participation, and exam performance. 868-881 - Shiou-Wen Yeh, Jia-Jiunn Lo:
Using online annotations to support error correction and corrective feedback. 882-892 - Yolanda Jacobs Reimer, Erin Brimhall, Chen Cao, Kevin O'Reilly:
Empirical user studies inform the design of an e-notetaking and information assimilation system for students in higher education. 893-913
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