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ORCIDComputers & Education, Volume 135
Volume 135, July 2019
- Rosa Estriegana, José-Amelio Medina-Merodio
, Roberto Barchino:
Student acceptance of virtual laboratory and practical work: An extension of the technology acceptance model. 1-14 - Derya Orhan Göksün, Gülden Gürsoy:
Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. 15-29 - Stijn Van Laer, Jan Elen:
The effect of cues for calibration on learners' self-regulated learning through changes in learners' learning behaviour and outcomes. 30-48 - Angela K. Hollman, Travis Hollman, Frank Shimerdla, Matthew R. Bice, Megan Adkins:
Information technology pathways in education: Interventions with middle school students. 49-60 - Esra Açikgül Firat, Mustafa Serdar Köksal:
Effects of instruction supported by web 2.0 tools on prospective teachers' biotechnology literacy. 61-74 - Ivan Srba, Milos Savic, Mária Bieliková, Mirjana Ivanovic, Cesare Pautasso:
Employing community question answering for online discussions in university courses: Students' perspective. 75-90 - Kelly J. Cunningham:
How language choices in feedback change with technology: Engagement in text and screencast feedback on ESL writing. 91-99 - Debbie Humphry, Gillian Hampden-Thompson:
Primary school pupils' emotional experiences of synchronous audio-led online communication during online one-to-one tuition. 100-112 - Christopher A. Was, R. Benjamin Hollis, John Dunlosky:
Do students understand the detrimental effects of mind wandering during online learning? 113-122 - Shan-Mei Chang, Sunny S. J. Lin:
Online gaming motive profiles in late adolescence and the related longitudinal development of stress, depression, and problematic internet use. 123-137 - Garry Falloon:
Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis. 138-159
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