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Journal of Computer Assisted Learning, Volume 34
Volume 34, Number 1, February 2018
- Christothea Herodotou
:
Young children and tablets: A systematic review of effects on learning and development. 1-9
- Melissa N. Callaghan
How teachers integrate a math computer game: Professional development use, teaching practices, and student achievement. 10-19 - Alina Glushkova
Gesture recognition and sensorimotor learning-by-doing of motor skills in manual professions: A case study in the wheel-throwing art of pottery. 20-31 - Margot van Wermeskerken
Attention to the model's face when learning from video modeling examples in adolescents with and without autism spectrum disorder. 32-41 - Rustam Shadiev
Facilitating application of language skills in authentic environments with a mobile learning system. 42-52 - Wen-Jye Shyr, Ching-Huei Chen
Designing a technology-enhanced flipped learning system to facilitate students' self-regulation and performance. 53-62 - Mehmet Firat
Level of intrinsic motivation of distance education students in e-learning environments. 63-70 - Ning Fang
The effects of computer simulation and animation (CSA) on students' cognitive processes: A comparative case study in an undergraduate engineering course. 71-83 - A. Dan
Reduced mental load in learning a motor visual task with virtual 3D method. 84-93 - Rustam Shadiev
Facilitating comprehension of non-native English speakers during lectures in English with STR-texts. 94-104
Volume 34, Number 2, April 2018
- Chi-Cheng Chang
Performance, cognitive load, and behaviour of technology-assisted English listening learning: From CALL to MALL. 105-114 - Eben B. Witherspoon
Attending to structural programming features predicts differences in learning and motivation. 115-128 - Lu Ding
Determinants of college students' use of online collaborative help-seeking tools. 129-139 - Ismahan Arslan-Ari
Learning from instructional animations: How does prior knowledge mediate the effect of visual cues? 140-149 - Gi-Zen Liu
Cultivating undergraduates' plagiarism avoidance knowledge and skills with an online tutorial system. 150-161 - Kristina Cordero
Read, write, touch: Co-construction and multiliteracies in a third-grade digital writing exercise. 162-173 - Teemu Valtonen
Differences in pre-service teachers' knowledge and readiness to use ICT in education. 174-182 - Isabel Buil
Exploring students' flow experiences in business simulation games. 183-192 - Luis Pablo Prieto
Multimodal teaching analytics: Automated extraction of orchestration graphs from wearable sensor data. 193-203 - Johannes Moskaliuk
Impact of information incongruity and authors group membership on assimilation and accommodation. 204-210
Volume 34, Number 3, June 2018
- Calvin C. Y. Liao
The effects of participation, performance, and interest in a game-based writing environment. 211-222 - Yu-Chu Yeh
Achievement goals influence mastery experience via two paths in digital creativity games among elementary school students. 223-232 - Brigid A. McKenna
Engagement and performance in a first year natural resource science course. 233-242 - Victor C. S. Lee
ViDA: A virtual debugging advisor for supporting learning in computer programming courses. 243-258 - Gabriela Rodríguez-Aflecht, Tomi Jaakkola, Nonmanut Pongsakdi
The development of situational interest during a digital mathematics game. 259-268 - Stavros A. Nikou
Mobile-Based micro-Learning and Assessment: Impact on learning performance and motivation of high school students. 269-278 - Chun-Hsu Lin
The effects of computerized inquiry-stage-dependent argumentation assistance on elementary students' science process and argument construction skills. 279-292 - Benoît Bossavit
Outcomes for design and learning when teenagers with autism codesign a serious game: A pilot study. 293-305 - Helen Blom
Comprehension and navigation of networked hypertexts. 306-314 - Ting-Ting Wu
Improving the effectiveness of English vocabulary review by integrating ARCS with mobile game-based learning. 315-323 - Jie-Chi Yang
Effects of anxiety levels on learning performance and gaming performance in digital game-based learning. 324-334
Volume 34, Number 4, August 2018
- Hendrik Drachsler
JCAL Special Issue on Multimodal Learning Analytics. 335-337 - Daniele Di Mitri
From signals to knowledge: A conceptual model for multimodal learning analytics. 338-349 - Michael J. Junokas
Enhancing multimodal learning through personalized gesture recognition. 350-357 - Liang-Chih Yu
Improving early prediction of academic failure using sentiment analysis on self-evaluated comments. 358-365 - Daniel Spikol
Supervised machine learning in multimodal learning analytics for estimating success in project-based learning. 366-377 - Marc Beardsley
Seeking reproducibility: Assessing a multimodal study of the testing effect. 378-386 - Roghayeh Barmaki
Embodiment analytics of practicing teachers in a virtual immersive environment. 387-396 - Héctor J. Pijeira Díaz
Profiling sympathetic arousal in a physics course: How active are students? 397-408
- Robin Brewer
Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education. 409-416 - Tomislav Jagust
A review of research on bridging the gap between formal and informal learning with technology in primary school contexts. 417-428 - Jill Porter
Entering Aladdin's cave: Developing an app for children with Down syndrome. 429-439 - Joris Ghysels, Carla Haelermans
New evidence on the effect of computerized individualized practice and instruction on language skills. 440-449 - Louisa Ming Yan Chung
Integration of behavioural feedback in web-based systems nutrition learning among university students. 450-457 - Gertjan Rop
Effects of task experience and layout on learning from text and pictures with or without unnecessary picture descriptions. 458-470
Volume 34, Number 5, October 2018
- Barbara Frank
Complex cognitive skill retention: The roles of general mental ability and refresher interventions in a simulated vocational setting. 471-481 - Karsten Krauskopf
When knowing is believing: A multi-trait analysis of self-reported TPCK. 482-491 - Katie Davis
Learning and engagement in a gamified course: Investigating the effects of student characteristics. 492-503 - Levent Çetinkaya
The effects of Facebook and WhatsApp on success in English vocabulary instruction. 504-514 - María-Ángeles Serrano
Teaching self-regulation strategies via an intelligent tutoring system (TuinLECweb): Effects for low-skilled comprehenders. 515-525 - Xinyi Wang, M. Li, M. Wang, S. Cui, L. Shi, Liping Duan, Tiansheng Wang:
The use of mobile messaging-based case studies in a pharmacotherapy introduction class in China. 526-533 - Tal Soffer
Effectiveness of learning in online academic courses compared with face-to-face courses in higher education. 534-543 - Anat Cohen
Analysing successful massive open online courses using the community of inquiry model as perceived by students. 544-556 - Marlies ter Beek
Supporting secondary school students' reading comprehension in computer environments: A systematic review. 557-566 - Feng Lin
Examining the role of computer-supported knowledge-building discourse in epistemic and conceptual understanding. 567-579 - Miao-Hsuan Yen
A framework for self-regulated digital learning (SRDL). 580-589 - Laura Benton
Beyond jam sandwiches and cups of tea: An exploration of primary pupils' algorithm-evaluation strategies. 590-601 - Shu-Hao Ye, T.-Y. Hsiao, Chuen-Tsai Sun
Using commercial video games in flipped classrooms to support physical concept construction. 602-614 - Rianne Conijn
Predicting student performance in a blended MOOC. 615-628 - Siew Wei Tho
An implementation of remote laboratory for secondary science education. 629-640
Volume 34, Number 6, December 2018
- Min Kyung Mize, Yujeong Park
Computer-assisted vocabulary instruction for students with disabilities: Evidence from an effect size analysis of single-subject experimental design studies. 641-651
- Christopher Henry Lange
The moderating effects of intrinsic load on the relationship between self-regulated effort and germane load. 652-660 - Keith W. Maycock
Flipping learning not just content: A 4-year action research study investigating the appropriate level of flipped learning. 661-672 - Kyungmee Lee
Implementing computer-mediated intercultural communication in English education: A critical reflection on its pedagogical challenges. 673-687 - Jimmy Frerejean
Effects of a modelling example for teaching information problem solving skills. 688-700 - Justin Gyllen
How students read an e-textbook in an engineering course. 701-712 - Jens Riehemann
"Address me personally!": On the role of language styles in a MOOC. 713-719 - Joshua W. Winter
Analysis of knowledge construction during group space activities in a flipped learning course. 720-730 - Danial Hooshyar
A data-driven procedural-content-generation approach for educational games. 731-739 - Hatice Yildiz Durak
Digital story design activities used for teaching programming effect on learning of programming concepts, programming self-efficacy, and participation and analysis of student experiences. 740-752 - Maria Antonietta Impedovo
The "friend of zone of proximal development" role: ePortfolios as boundary objects. 753-761 - Michael Reichert, Chrystalla Mouza
Teacher practices during Year 4 of a one-to-one mobile learning initiative. 762-774 - Xuesong Zhai
The effects of biofeedback-based stimulated recall on self-regulated online learning: A gender and cognitive taxonomy perspective. 775-786 - Katharina Sebastian, Tandra Ghose, Markus Huff
Repeating virtual assembly training facilitates memory for coarse but not fine assembly steps. 787-798 - Raymond Fleming, Sarah E. Kienzler, Leah C. Stoiber, Ryan R. Fleming, Laura E. Pedrick, Diane M. Reddy
Randomized controlled trials of U-Pace instruction: Outcomes in two gateway courses. 799-806 - Aldo Ramirez-Arellano
Factors affecting student learning performance: A causal model in higher blended education. 807-815 - Orna Levin
Students' views on the use of ClassBoost in a teachers' education college. 816-827 - Ilja Cornelisz
Student engagement with computerized practising: Ability, task value, and difficulty perceptions. 828-842 - Christian Schott
Virtual reality and situated experiential education: A conceptualization and exploratory trial. 843-852 - Cindy Paans
The quality of the assignment matters in hypermedia learning. 853-862 - Jessie S. Barrot
Facebook as a learning environment for language teaching and learning: A critical analysis of the literature from 2010 to 2017. 863-875 - Juan Garzón
Virtual Algebra Tiles: A pedagogical tool to teach and learn algebra through geometry. 876-883 - Yu-Ren Lin
The influences of contextualized media on students' science attitudes, knowledge, and argumentation learning through online game-based activities. 884-898 - Ilknur Bektas
The effect of web-based education on the self-confidence and anxiety levels of paediatric nursing interns in the clinical decision-making process. 899-906 - Dragan Lambic
A novel metaheuristic approach for collaborative learning group formation. 907-916 - Cixiao Wang
Learning performance and cognitive load in mobile learning: Impact of interaction complexity. 917-927 - Abdelhafid Chadli
An empirical investigation into student's mathematical word-based problem-solving process: A computerized approach. 928-938 - Hatice Yildiz Durak
Flipped learning readiness in teaching programming in middle schools: Modelling its relation to various variables. 939-959 - Salomé Cojean
The role of scaffolding in improving information seeking in videos. 960-969 - Emanuela Castro
Can educational robotics introduce young children to robotics and how can we measure it? 970-977
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