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ORCIDComputers & Education, Volume 82
Volume 82, March 2015
- Magdalena Claro
, Tania Cabello, Ernesto San Martín, Miguel Nussbaum:
Comparing marginal effects of Chilean students' economic, social and cultural status on digital versus reading and mathematics performance. 1-10 - Soheila Mohammadyari, Harminder Singh:
Understanding the effect of e-learning on individual performance: The role of digital literacy. 11-25 - Funda Erdogdu, Erkan Erdogdu:
The impact of access to ICT, student background and school/home environment on academic success of students in Turkey: An international comparative analysis. 26-49 - Laura Gil, Tomas Martinez, Eduardo Vidal-Abarca:
Online assessment of strategic reading literacy skills. 50-59 - Géraldine Fauville, Samuel Dupont, S. von Thun, Johan Lundin:
Can Facebook be used to increase scientific literacy? A case study of the Monterey Bay Aquarium Research Institute Facebook page and ocean literacy. 60-73 - Chun Lai:
Modeling teachers' influence on learners' self-directed use of technology for language learning outside the classroom. 74-83 - Benjamin Le Hénaff, Nicolas Michinov, Olivier Le Bohec, Marine Delaval:
Social gaming is inSIDE: Impact of anonymity and group identity on performance in a team game-based learning environment. 84-95 - Nee Nee Chan, Caroline Walker, Alan Gleaves:
An exploration of students' lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach. 96-106 - David Willoughby, Mary Ann Evans, Sarah Nowak:
Do ABC eBooks boost engagement and learning in preschoolers? An experimental study comparing eBooks with paper ABC and storybook controls. 107-117 - Jane Seale, Jan Georgeson, Christoforos Mamas, Julie Swain:
Not the right kind of 'digital capital'? An examination of the complex relationship between disabled students, their technologies and higher education institutions. 118-128 - Seung Won Park, ChanMin Kim:
Boosting learning-by-teaching in virtual tutoring. 129-140 - Aakash Taneja, Vincent Fiore, Briana Fischer:
Cyber-slacking in the classroom: Potential for digital distraction in the new age. 141-151 - Jianxia Du, Xun Ge, Jianzhong Xu:
Online collaborative learning activities: The perspectives of African American female students. 152-161 - Melisa Koorsse, Charmain Cilliers, André P. Calitz:
Programming assistance tools to support the learning of IT programming in South African secondary schools. 162-178 - Han-Yu Sung, Gwo-Jen Hwang, Yi-Fang Yen:
Development of a contextual decision-making game for improving students' learning performance in a health education course. 179-190 - Kuei-Pin Chien, Cheng-Yue Tsai, Hsiu-Ling Chen, Wen-Hua Chang, Sufen Chen:
Learning differences and eye fixation patterns in virtual and physical science laboratories. 191-201 - Arturas Kaklauskas, Agne Kuzminske, Edmundas Kazimieras Zavadskas, Alfonsas Daniunas, Gintaris Kaklauskas, Mark Seniut, Juozas Raistenskis, Andrej Safonov, Romualdas Kliukas, Algirdas Juozapaitis, A. Radzeviciene, Rimante Cerkauskiene:
Affective Tutoring System for Built Environment Management. 202-216 - Alf Inge Wang:
The wear out effect of a game-based student response system. 217-227 - Ana M. Giménez Gualdo, Simon C. Hunter, Kevin Durkin, Pilar Arnaiz, Javier J. Maquilón:
The emotional impact of cyberbullying: Differences in perceptions and experiences as a function of role. 228-235 - Chin-Pin Chen, Hui-Min Lai, Chien-Yen Ho:
Why do teachers continue to use teaching blogs? The roles of perceived voluntariness and habit. 236-249 - Ferry Boschman, Susan McKenney, Joke Voogt:
Exploring teachers' use of TPACK in design talk: The collaborative design of technology-rich early literacy activities. 250-262 - Maya Israel, Jamie N. Pearson, Tanya Tapia, Quentin M. Wherfel, George Reese:
Supporting all learners in school-wide computational thinking: A cross-case qualitative analysis. 263-279 - Thomas K. F. Chiu, Daniel Churchill:
Exploring the characteristics of an optimal design of digital materials for concept learning in mathematics: Multimedia learning and variation theory. 280-291 - Mrinal Patwardhan, Sahana Murthy:
When does higher degree of interaction lead to higher learning in visualizations? Exploring the role of 'Interactivity Enriching Features'. 292-305 - Choo-Kim Tan, Choo-Peng Tan:
Effects of the handheld technology instructional approach on performances of students of different achievement levels. 306-314 - Jeong-bin Hannah Park, Diane L. Schallert, Anke J. Z. Sanders, Kyle M. Williams, Eunjin Seo, Li-Tang Yu, Jane S. Vogler, Kwangok Song, Zachary H. Williamson, Marissa C. Knox:
Does it matter if the teacher is there?: A teacher's contribution to emerging patterns of interactions in online classroom discussions. 315-328 - Jeffrey R. Stowell:
Use of clickers vs. mobile devices for classroom polling. 329-334 - José Antonio Marcos-García, Alejandra Martínez-Monés, Yannis A. Dimitriadis:
DESPRO: A method based on roles to provide collaboration analysis support adapted to the participants in CSCL situations. 335-353 - Kosta Dolenc, Boris Abersek:
TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools. 354-365 - Tzu-Chi Yang, Sherry Y. Chen, Gwo-Jen Hwang:
The influences of a two-tier test strategy on student learning: A lag sequential analysis approach. 366-377 - Erica L. Snow, Laura K. Allen, Matthew E. Jacovina, Danielle S. McNamara:
Does agency matter?: Exploring the impact of controlled behaviors within a game-based environment. 378-392 - Lekha Limbu, Lina Markauskaite:
How do learners experience joint writing: University students' conceptions of online collaborative writing tasks and environments. 393-408 - Miguel Ángel Rubio, Rocío Romero-Záliz, Carolina Mañoso, Angel Pérez de Madrid:
Closing the gender gap in an introductory programming course. 409-420 - Djurdjica Takaci, Gordana Stankov, Ivana Milanovic:
Efficiency of learning environment using GeoGebra when calculus contents are learned in collaborative groups. 421-431 - Eva van de Sande, Eliane Segers, Ludo Verhoeven:
The role of executive control in young children's serious gaming behavior. 432-441 - Daniel Keck, Yvonne Kammerer, Erich Starauschek:
Reading science texts online: Does source information influence the identification of contradictions within texts? 442-449 - Antonio García-Cabot, Luis de-Marcos, Eva García-Lopez:
An empirical study on m-learning adaptation: Learning performance and learning contexts. 450-459 - Martina A. Rau, Joseph E. Michaelis, Natalie Fay:
Connection making between multiple graphical representations: A multi-methods approach for domain-specific grounding of an intelligent tutoring system for chemistry. 460-485 - Kristina Cordero, Miguel Nussbaum, Valentina Ibaseta, María José Otaíza, Samuel Gleisner, Sebastián González, Werner Rodriguez-Montero, Katherine Strasser, Renato Verdugo, Andrés Ugarte, Pablo Chiuminatto, Corinne Carland:
Read Create Share (RCS): A new digital tool for interactive reading and writing. 486-496
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