default search action
Journal of Computer Assisted Learning, Volume 37
Volume 37, Number 1, February 2021
- Caihua Liu
, Didar Zowghi
Inquiry-based mobile learning in secondary school science education: A systematic review. 1-23 - Akbar Bahari
Computer-mediated feedback for L2 learners: Challenges versus affordances. 24-38
- Bert Slof
Mine, ours, and yours: Whose engagement and prior knowledge affects individual achievement from online collaborative learning? 39-50 - Kshitij Sharma
Measuring causality between collaborative and individual gaze metrics for collaborative problem-solving with intelligent tutoring systems. 51-68 - Muhammad M. M. Abdel Latif
The research-teaching nexus in a graduate CALL course: An action research study. 69-79 - Elena Novak
Enhancing design thinking in instructional technology students. 80-90 - En Fu
Understanding student simultaneous smartphone use in learning settings: A conceptual framework. 91-108 - Zacharoula K. Papamitsiou
The impact of on-demand metacognitive help on effortful behaviour: A longitudinal study using task-related visual analytics. 109-126 - Valerie Shute
Maximizing learning without sacrificing the fun: Stealth assessment, adaptivity and learning supports in educational games. 127-141 - Chung Kwan Lo
Developing a flipped learning approach to support student engagement: A design-based research of secondary school mathematics teaching. 142-157 - Jorge Bacca-Acosta
Student engagement with mobile-based assessment systems: A survival analysis. 158-171 - Julia Kollmer
Adjunct aids and signals support online learning from multiple representations. 172-182 - Martin S. Andersen
The validation and further development of a multidimensional cognitive load scale for virtual environments. 183-196 - Juan E. Jiménez
Effects of web-based training on Spanish pre-service and in-service teacher knowledge and implicit beliefs on learning to write. 197-211 - Ying Xu
Press, swipe and read: Do interactive features facilitate engagement and learning with e-Books? 212-225 - Jocelyn Parong
Cognitive and affective processes for learning science in immersive virtual reality. 226-241 - Susanne M. M. de Mooij
Error detection through mouse movement in an online adaptive learning environment. 242-252 - Josien Boetje
The added benefit of an extra practice session in virtual reality on the development of presentation skills: A randomized control trial. 253-264 - Hsiu-Ling Chen
The effects of digital storytelling games on high school students' critical thinking skills. 265-274 - Sigal Eden
Computer-mediated intervention to foster prosocial ability among children with autism. 275-286
Volume 37, Number 2, April 2021
- Stig Toke Gissel
A cluster-randomized trial measuring the effects of a digital learning tool supporting decoding and reading for meaning in grade 2. 287-304 - Ondrej Javora
Is contextual animation needed in multimedia learning games for children? An eye tracker study. 305-318 - Sietske Tacoma
Combined inner and outer loop feedback in an intelligent tutoring system for statistics in higher education. 319-332 - Ordene V. Edwards
The impact of the social context on value and expectancy beliefs in an online graduate program: The role of social presence. 333-345 - Lihui Sun
STEM learning attitude predicts computational thinking skills among primary school students. 346-358 - Yuk-Ming Tang
Application of virtual reality (VR) technology for medical practitioners in type and screen (T&S) training. 359-369 - Murat Çinar
Comparison of object-oriented and robot programming activities: The effects of programming modality on student achievement, abstraction, problem solving, and motivation. 370-386 - Yi Fang Luo
Development of a multidimensional polychronicity scale for information technology learning. 387-395 - Rianne van den Berghe, Mirjam de Haas
A toy or a friend? Children's anthropomorphic beliefs about robots and how these relate to second-language word learning. 396-410 - Maria Kallia
Threshold concepts, conceptions and skills: Teachers' experiences with students' engagement in functions. 411-428 - Gwo-Jen Hwang
Powering up flipped learning: An online learning environment with a concept map-guided problem-posing strategy. 429-445 - Durgaprasad Karnam
Touchy feely vectors: A compensatory design approach to support model-based reasoning in developing country classrooms. 446-474 - Yuan-Yu Teng, Wen-Chi Chou, Meng-Tzu Cheng
Learning immunology in a game: Learning outcomes, the use of player characters, immersion experiences and visual attention distributions. 475-486 - Dongqing Wang, Hou Han
Applying learning analytics dashboards based on process-oriented feedback to improve students' learning effectiveness. 487-499 - Min Kyung Mize, Yujeong Park
iPad-assisted reading fluency instruction for fourth graders with reading difficulties: A single case experimental design. 500-509 - Almudena Giménez
A supplemental computer-assisted intervention programme to prevent early reading difficulties in Spanish learners: A stratified random control trial. 510-520 - Milla Kruskopf
Lessons learned on student engagement from the nature of pervasive socio-digital interests and related network participation of adolescents. 521-541 - Zhenan Feng
Instructional mechanisms in immersive virtual reality serious games: Earthquake emergency training for children. 542-556 - Emma P. Bullock, Allison L. Roxburgh, Patricia S. Moyer-Packenham, Elif Bektas, Joseph S. Webster
Connecting the dots: Understanding the interrelated impacts of type, quality and children's awareness of design features and the mathematics content learning goals in digital math games and related learning outcomes. 557-586 - Laura Hirshfield
Cultivating creative thinking in engineering student teams: Can a computer-mediated virtual laboratory help? 587-601
- Retraction. 602
Volume 37, Number 3, June 2021
- Hanneke Leeuwestein
Teaching Turkish-Dutch kindergartners Dutch vocabulary with a social robot: Does the robot's use of Turkish translations benefit children's Dutch vocabulary learning? 603-620 - Jiro Shimaya
Robotic question support system to reduce hesitation for face-to-face questions in lectures. 621-631 - Bart Vogelaar
Computerized dynamic testing of children's potential for reasoning by analogy: The role of executive functioning. 632-644 - Qingtang Liu
The effects of an augmented reality based magnetic experimental tool on students' knowledge improvement and cognitive load. 645-656 - Chih-Chung Lin, Neil Edward Barrett
English outside the academic sphere: A mobile-based context-aware comparison study on collaborative and individual learning. 657-671 - Orly Fuhrman
The moving learner: Object manipulation in virtual reality improves vocabulary learning. 672-683 - Min Kyu Kim
Improving summary writing through formative feedback in a technology-enhanced learning environment. 684-704 - Irina Rets
To simplify or not? Facilitating English L2 users' comprehension and processing of open educational resources in English using text simplification. 705-717 - Anne Schüler
Investigating text-picture integration in videos with the multimedia contradiction paradigm. 718-734 - Kevin Greenberg
Individual differences in visuospatial working memory capacity influence the modality effect. 735-744 - Wen Huang
Motivation, engagement, and performance across multiple virtual reality sessions and levels of immersion. 745-758 - Mari Beth Coleman
Combining teacher-Led and technology-assisted instruction to improve phoneme blending to read words for elementary students with disabilities. 759-772 - Danyal Farsani
Unpacking the black-box of students' visual attention in Mathematics and English classrooms: Empirical evidence using mini-video recording gadgets. 773-781 - Yining Zhang
Effects of community of inquiry, learning presence and mentor presence on K-12 online learning outcomes. 782-796 - Debora I. Burin
Expository multimedia comprehension in E-learning: Presentation format, verbal ability and working memory capacity. 797-809 - Kevin Ackermans
Video-enhanced or textual rubrics: Does the Viewbrics' formative assessment methodology support the mastery of complex (21st century) skills? 810-824 - Tamar Shamir-Inbal
Characteristics of pedagogical change in integrating digital collaborative learning and their sustainability in a school culture: e-CSAMR framework. 825-838 - Rotem Israel-Fishelson
Micro-persistence and difficulty in a game-based learning environment for computational thinking acquisition. 839-850 - Ching-Huei Chen
Virtual reality in problem-based learning contexts: Effects on the problem-solving performance, vocabulary acquisition and motivation of English language learners. 851-860 - Jonna Malmberg
Revealing the hidden structure of physiological states during metacognitive monitoring in collaborative learning. 861-874 - Gianluca Schiavo
Attention-driven read-aloud technology increases reading comprehension in children with reading disabilities. 875-886
- Heng Luo
Virtual reality in K-12 and higher education: A systematic review of the literature from 2000 to 2019. 887-901
Volume 37, Number 4, August 2021
- Elham Heidari, Mahboobe Mehrvarz
Cover Image. C1
- Mladen Rakovic
Automatic identification of knowledge-transforming content in argument essays developed from multiple sources. 903-924 - Osman Birgin
The effect of GeoGebra software-supported mathematics instruction on eighth-grade students' conceptual understanding and retention. 925-939 - Roberto Truzoli
The impact of risk and protective factors on online teaching experience in high school Italian teachers during the COVID-19 pandemic. 940-952 - Meri-Tuulia Kaarakainen
Multilevel analysis of the educational use of technology: Quantity and versatility of digital technology usage in Finnish basic education schools. 953-965 - Ahmed Mohamed Fahmy Yousef
Augmented reality assisted learning achievement, motivation, and creativity for children of low-grade in primary school. 966-977 - Yi-Hsuan Wang
Integrating modified WebQuest activities for programming learning. 978-993 - Hossein Jamshidifarsani
A three-step model for the gamification of training and automaticity acquisition. 994-1014 - Carmen Candel
Delaying elaborated feedback within computer-based learning environments: The role of summative and question-based feedback. 1015-1029 - Katerina Mangaroska
Challenges and opportunities of multimodal data in human learning: The computer science students' perspective. 1030-1047 - Lihui Sun
Which way of design programming activities is more effective to promote K-12 students' computational thinking skills? A meta-analysis. 1048-1062 - Xinghua Wang
Supporting digitally enhanced learning through measurement in higher education: Development and validation of a university students' digital competence scale. 1063-1076 - Nathan A. Hawk
Cognitive tasks in the core content areas: Factors that influence students' technology use in high-school classrooms. 1077-1090 - Hyun Joo, Jongchan Park
Visual representation fidelity and self-explanation prompts in multi-representational adaptive learning. 1091-1106 - Jodie Torrington
Teacher-created video instruction in the elementary classroom - Its impact on students and teachers. 1107-1126 - Oksana Vorobel
Language learners' digital literacies: Focus on students' information literacy and reading practices online. 1127-1140 - Vo Ngoc Hoi
The structure of student engagement in online learning: A bi-factor exploratory structural equation modelling approach. 1141-1153 - Elham Heidari, Mahboobe Mehrvarz
The role of digital informal learning in the relationship between students' digital competence and academic engagement during the COVID-19 pandemic. 1154-1166 - Marta Arguedas
Analysing the role of a pedagogical agent in psychological and cognitive preparatory activities. 1167-1180 - Weipeng Yang
Training teacher-researchers through online collective academic supervision: Evidence from a postgraduate teacher education programme. 1181-1193
- Heping Xie, Tingting Zhao, Sue Deng, Ji Peng, Fuxing Wang, Zongkui Zhou:
Using eye movement modelling examples to guide visual attention and foster cognitive performance: A meta-analysis. 1194-1206
Volume 37, Number 5, October 2021
- John Gardner
Artificial intelligence in educational assessment: 'Breakthrough? Or buncombe and ballyhoo?'. 1207-1216 - Daniel Biedermann
Digital self-control interventions for distracting media multitasking - A systematic review. 1217-1231
- Yue Xiao
Exploring latent states of problem-solving competence using hidden Markov model on process data. 1232-1247 - Lisa Bender
Seductive details do their damage also in longer learning sessions - When the details are perceived as relevant. 1248-1262 - Mina C. Johnson-Glenberg
Platform is not destiny: Embodied learning effects comparing 2D desktop to 3D virtual reality STEM experiences. 1263-1284 - Norah Almusharraf, Daniel R. Bailey
Online engagement during COVID-19: Role of agency on collaborative learning orientation and learning expectations. 1285-1295 - Tom Neutens
Comparing learning ecologies of primary graphical programming: create or fix? 1296-1311 - Tim Kühl
Learning about a serious disease: When a personalized message is harmful unless you are happy. 1312-1323 - Anna Potocki
ProVoc: An app to train vocabulary depth in order to foster children's reading comprehension. 1324-1335 - Scott Toonder
The impact of adaptive computer assisted instruction on reading comprehension: Identifying the main idea. 1336-1347 - Lukás Kolek
Can video games change attitudes towards history? Results from a laboratory experiment measuring short- and long-term effects. 1348-1369 - Ondrej Javora
Customization in educational computer games and its effect on learning: Experimental study with primary school children. 1370-1382 - Sawsen Lakhal
Students and instructors perspective on blended synchronous learning in a Canadian graduate program. 1383-1396 - Long Ma
Evaluating the effectiveness of blended learning using the ARCS model. 1397-1408 - Elina K. Hämäläinen
Students' abilities to evaluate the credibility of online texts: The role of internet-specific epistemic justifications. 1409-1422 - Chih-Hsiang Hu, Neil Edward Barrett
The development and construction of an AR-guided learning model with focused learning theories. 1423-1440 - Wu-Yuin Hwang
Smart mechanisms and their influence on geometry learning of elementary school students in authentic contexts. 1441-1454 - Elena Novak
A systematic review of empirical research on learning with 3D printing technology. 1455-1478 - Pengyue Guo
The Community of Inquiry perspective on students' social presence, cognitive presence, and academic performance in online project-based learning. 1479-1493 - Mohammad Hassanzadeh
Implementing an automated feedback program for a foreign language writing course: A learner-centric study. 1494-1507
Volume 37, Number 6, December 2021
Cover Image
- Aleksandra Stevanovic
Cover Image. C1
- Hendrik Drachsler
Adoption of learning technologies in times of pandemic crisis. 1509-1512
- Md. H. Asibur Rahman
Investigating the mediating role of online learning motivation in the COVID-19 pandemic situation in Bangladesh. 1513-1527 - Ahmed Al Shlowiy
Discrepancy between language learners and teachers concerns about emergency remote teaching. 1528-1538 - Idris Göksu
Distance education amid a pandemic: Which psycho-demographic variables affect students in higher education? 1539-1552 - Muhterem Dindar
Comparing technology acceptance of K-12 teachers with and without prior experience of learning management systems: A Covid-19 pandemic study. 1553-1565 - Laura Menabò
Promoting the integration of technology in teaching: An analysis of the factors that increase the intention to use technologies among Italian teachers. 1566-1577 - Chien-Yuan Su
Factors impacting university students' online learning experiences during the COVID-19 epidemic. 1578-1590 - Andy Ohemeng Asare
The pandemic semesters: Examining public opinion regarding online learning amidst COVID-19. 1591-1605 - Shannon Hsianghan-Huang Sung
Enhancing distance learning of science - Impacts of remote labs 2.0 on students' behavioural and cognitive engagement. 1606-1621 - Yingjie Liu
Where's the germs? The effects of using virtual reality on nursing students' hospital infection prevention during the COVID-19 pandemic. 1622-1628 - Piret Luik
Changes in activity and content of messages of an Estonian Facebook group during transition to distance learning at the beginning of the COVID-19 pandemic. 1629-1639 - Heeok Heo, Curtis J. Bonk, Min Young Doo
Enhancing learning engagement during COVID-19 pandemic: Self-efficacy in time management, technology use, and online learning environments. 1640-1652 - Enas Alwafi
Tracing changes in teachers' professional learning network on Twitter: Comparison of teachers' social network structure and content of interaction before and during the COVID-19 pandemic. 1653-1665 - Orit Baruth
Distance learning perceptions during the coronavirus outbreak: Freshmen versus more advanced students. 1666-1681 - Aleksandra Stevanovic
Higher education students' experiences and opinion about distance learning during the Covid-19 pandemic. 1682-1693 - Nina Seidenberg
Virtual academic conferences as learning spaces: Factors associated with the perceived value of purely virtual conferences. 1694-1707
manage site settings
To protect your privacy, all features that rely on external API calls from your browser are turned off by default. You need to opt-in for them to become active. All settings here will be stored as cookies with your web browser. For more information see our F.A.Q.
last updated on 2024-11-25 22:32 CET by the dblp team
all metadata released as open data under CC0 1.0 license
see also: Terms of Use | Privacy Policy | Imprint
dblp was originally created in 1993 at:
since 2018, dblp has been operated and maintained by:
the dblp computer science bibliography is funded and supported by: