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British Journal of Educational Technology, Volume 54
Volume 54, Number 1, January 2023
EDITORIAL
- Mutlu Cukurova
, Manolis Mavrikis
BJET editorial 2023: Reflections on the evolving landscape of EdTech. 5-9 - Mladen Rakovic
Learning analytics and assessment: Emerging research trends, promises and future opportunities. 10-18
ARTICLES
- Okan Bulut
Standing on the shoulders of giants: Online formative assessments as the foundation for predictive learning analytics models. 19-39 - Andrew P. J. Emerson, Wookhee Min
Early prediction of student knowledge in game-based learning with distributed representations of assessment questions. 40-57 - Judith Stanja
Formative assessment strategies for students' conceptions - The potential of learning analytics. 58-75 - José Antonio Rodríguez-Martínez
Building personalised homework from a learning analytics based formative assessment: Effect on fifth-grade students' understanding of fractions. 76-97 - Eunsung Park
Adaptive or adapted to: Sequence and reflexive thematic analysis to understand learners' self-regulated learning in an adaptive learning analytics dashboard. 98-125 - Gerald Knezek, David C. Gibson
Assessing approaches to learning with nonparametric multidimensional scaling. 126-141 - Qin Wang, Amin Mousavi
Which log variables significantly predict academic achievement? A systematic review and meta-analysis. 142-191 - Karen D. Wang
A systematic review of empirical studies using log data from open-ended learning environments to measure science and engineering practices. 192-221 - Zhiru Sun
Assessing negotiation skill and its development in an online collaborative simulation game: A social network analysis study. 222-246 - Shen Ba
Assessing cognitive presence in online inquiry-based discussion through text classification and epistemic network analysis. 247-266 - Lixiang Yan, Roberto Martínez Maldonado, Linxuan Zhao, Samantha Dix, Hollie Jaggard
The role of indoor positioning analytics in assessment of simulation-based learning. 267-292 - Andy Nguyen
Examining socially shared regulation and shared physiological arousal events with multimodal learning analytics. 293-312 - Blazenka Divjak
Assessment validity and learning analytics as prerequisites for ensuring student-centred learning design. 313-334 - Hatim Lahza
Beyond item analysis: Connecting student behaviour and performance using e-assessment logs. 335-354 - Yoon Jeon Kim
Learning analytics application to examine validity and generalizability of game-based assessment for spatial reasoning. 355-372
OBITUARY
- Naif R. Aljohani:
In memory of Dr. Saeed Ul Hassan, Associate Professor (SL) at Manchester Metropolitan University (MMU) UK. 373-374
OTHER ARTICLES
- Huang-Yao Hong, Yuan-Hsuan Lee:
Computer-supported knowledge building to enhance reading motivation and comprehension. 375-393 - Shen Qiao
Examining the effects of mixed and non-digital gamification on students' learning performance, cognitive engagement and course satisfaction. 394-413 - Badriah Algarni
An evaluation of the impact of flipped-classroom teaching on mathematics proficiency and self-efficacy in Saudi Arabia. 414-435
Volume 54, Number 2, March 2023
ARTICLES
- Bronwen Deacon
Infusing educational technologies in the heart of the university - A systematic literature review from an organisational perspective. 441-466 - Yizhen Huang
Comparing video and virtual reality as tools for fostering interest and self-efficacy in classroom management: Results of a pre-registered experiment. 467-488 - Siu-Cheung Kong
Effects of a teacher development program on teachers' knowledge and collaborative engagement, and students' achievement in computational thinking concepts. 489-512 - Rosa G. Turco, Nonie K. Lesaux, Stephanie M. Jones:
Home literacy in the digital era: The role of mobile screen media frequency in a U.S. state. 513-533 - Shih-Ting Chu
Incorporating teacher intelligence into digital games: An expert system-guided self-regulated learning approach to promoting EFL students' performance in digital gaming contexts. 534-553 - Simone Plak
Raising student engagement using digital nudges tailored to students' motivation and perceived ability levels. 554-580 - Yen-Yin Wang, Tz-Han Weng, I-Fan Tsai, Jing-Yueh Kao, Yu-Shan Chang
Effects of virtual reality on creativity performance and perceived immersion: A study of brain waves. 581-602 - Min-Chi Chiu
Promoting students' artwork appreciation: An experiential learning-based virtual reality approach. 603-621 - Huichen Lin
Fostering complex professional skills with interactive simulation technology: A virtual reality-based flipped learning approach. 622-641 - Nick K. Antrilli, Su-Hua Wang
Tangible and digital materials for spatial play: Exploring the effects on parental talk and children's spatial reasoning. 642-661
Volume 54, Number 3, May 2023
ARTICLES
- Zheyu Liu
How do students' self-regulation skills affect learning satisfaction and continuous intention within desktop-based virtual reality? A structural equation modelling approach. 667-685 - Lanqin Zheng, Jiayu Niu, Miaolang Long, Yunchao Fan:
An automatic knowledge graph construction approach to promoting collaborative knowledge building, group performance, social interaction and socially shared regulation in CSCL. 686-711 - Heather Ann Pearson
Why this app: Can a video-based intervention help parents identify quality educational apps? 712-733 - Yung-Chi Lin
Using virtual classroom simulations in a mathematics methods course to develop pre-service primary mathematics teachers' noticing skills. 734-753 - Bilal Simsek
The effects of augmented reality storybooks on student's reading comprehension. 754-772 - Rui Li
Still a fallible tool? Revisiting effects of automated writing evaluation from activity theory perspective. 773-789 - Chih-Ming Chen
A gamified instant perspective comparison system to facilitate online discussion effectiveness. 790-811
Volume 54, Number 4, July 2023
ARTICLES
- Ying Zhan
Effects of online peer assessment on higher-order thinking: A meta-analysis. 817-835 - Chih-Pu Dai
Improving teaching practices via virtual reality-supported simulation-based learning: Scenario design and the duration of implementation. 836-856 - David Alexis Sprenger
Video demonstrations can predict the intention to use digital learning technologies. 857-877 - Alex Kumi-Yeboah, Samuel Amponsah
An exploratory study of instructors' perceptions on inclusion of culturally responsive pedagogy in online education. 878-897 - Sheng-Lun Cheng
Conscientiousness, prior experience, achievement emotions and academic procrastination in online learning environments. 898-923 - Jiawen Zhu
Lurkers versus posters: Perceptions of learning in informal social media-based communities. 924-942 - Jenny Yun-Chen Chan
Keep DRAGging ON: Is solving more problems in DragonBox 12+ associated with higher mathematical performance during the COVID-19 pandemic? 943-966 - Qi Xia
The mediating effects of needs satisfaction on the relationships between prior knowledge and self-regulated learning through artificial intelligence chatbot. 967-986 - Athanasios Christopoulos
Comparing the effectiveness of video and stereoscopic 360° virtual reality-supported instruction in high school biology courses. 987-1005 - Joe Watson
An exploratory investigation into the factors related to EdTech use among Kenyan girls. 1006-1024 - Yuqin Yang
Analytics-supported reflective assessment for 6th graders' knowledge building and data science practices: An exploratory study. 1025-1045
Volume 54, Number 5, September 2023
EDITORIAL
- Shane Dawson
Advancing theory in the age of artificial intelligence. 1051-1056
ARTICLES
- Sanna Järvelä
Human and artificial intelligence collaboration for socially shared regulation in learning. 1057-1076 - Mohammed Saqr
Modelling within-person idiographic variance could help explain and individualize learning. 1077-1094 - Kirsty Kitto
Using causal models to bridge the divide between big data and educational theory. 1095-1124 - David C. Gibson
Learning theories for artificial intelligence promoting learning processes. 1125-1146 - Lina Rahm
Imaginaries and problematisations: A heuristic lens in the age of artificial intelligence in education. 1147-1159 - Margaret Bearman
Learning to work with the black box: Pedagogy for a world with artificial intelligence. 1160-1173 - John Sabatini
A framework of literacy development and how AI can transform theory and practice. 1174-1203 - Jonathan C. Hilpert, Jeffrey Alan Greene
Leveraging complexity frameworks to refine theories of engagement: Advancing self-regulated learning in the age of artificial intelligence. 1204-1221 - Elisabeth Bauer
Using natural language processing to support peer-feedback in the age of artificial intelligence: A cross-disciplinary framework and a research agenda. 1222-1245 - Michail N. Giannakos, Mutlu Cukurova
The role of learning theory in multimodal learning analytics. 1246-1267
EDITORIAL
- Laura A. Outhwaite
Educational apps and learning: Current evidence on design and evaluation. 1268-1272
ARTICLES
- Bethany Huntington
Pedagogical features of interactive apps for effective learning of foundational skills. 1273-1291 - Laura A. Outhwaite
Understanding how educational maths apps can enhance learning: A content analysis and qualitative comparative analysis. 1292-1313 - Laura Benton
Exploring how children with reading difficulties respond to instructional supports in literacy games and the role of prior knowledge. 1314-1331 - Cynthia Boggio
ECRIMO, an app to train first graders' spelling: Effectiveness and comparison between different designs. 1332-1350 - Chimezie O. Amaefule
Fostering children's acceptance of educational apps: The importance of designing enjoyable learning activities. 1351-1372 - Emily J. Roberts-Tyler
Effects of implementation support on children's reading outcomes following an online early reading programme: A cluster-randomised controlled trial. 1373-1396 - Stefanie Vanbecelaere
The effectiveness of Tier 1 digital interventions for early reading: A meta-analysis. 1397-1432
Volume 54, Number 6, November 2023
EDITORIAL
- Samuel Amponsah
Technology integration in higher education in Africa: Philosophical, theoretical and policy-practice perspectives. 1437-1440
ARTICLES
- Alex Kumi-Yeboah
Strategies for overcoming the digital divide during the COVID-19 pandemic in higher education institutions in Ghana. 1441-1462 - Lone Dirckinck-Holmfeld
Transforming education through ICT: Exploring students' study practices in a resource-constrained university setting. 1463-1483 - Michael Agyemang Adarkwah
Technology addiction, abduction and adoption in higher education: Bird's eye view of the ICT4AD policy in Ghana 20 years on. 1484-1504 - Delali Amuzu
"African magic" or "African science": Issues of technology in African higher education. 1505-1519 - Teklu Abate Bekele
African philosophy for successful integration of technology in higher education. 1520-1538
EDITORIAL
- Stephanie J. Blackmon, Claire H. Major:
Balancing student privacy and technology integration in higher education: Engagement, encroachment and interstitial spaces. 1539-1541
ARTICLES
- Stephanie J. Blackmon, Claire H. Major:
Inclusion or infringement? A systematic research review of students' perspectives on student privacy in technology-enhanced, hybrid and online courses. 1542-1565 - Paul Prinsloo
Multimodal learning analytics - In-between student privacy and encroachment: A systematic review. 1566-1586 - Iria Giuffrida
Technology integration in higher education and student privacy beyond learning environments - A comparison of the UK and US perspective. 1587-1603 - Jeffrey C. Sun
Gaps, guesswork, and ghosts lurking in technology integration: Laws and policies applicable to student privacy. 1604-1618 - Mariah Hagadone-Bedir
Contextualizing privacy with wearable data in higher education. 1619-1635 - Virginia L. Byrne
Navigating privacy tensions when responding to online aggression at postsecondary institutions. 1636-1652 - Ahmed Lachheb, Victoria Abramenka-Lachheb, Stephanie Moore, Colin M. Gray
The role of design ethics in maintaining students' privacy: A call to action to learning designers in higher education. 1653-1670 - Alex Kumi-Yeboah
Diverse students' perspectives on privacy and technology integration in higher education. 1671-1692 - Michele Gribbins
An exploration of instructors' perceptions about online proctoring and its value in ensuring academic integrity. 1693-1714 - Qinyi Liu
Understanding privacy and data protection issues in learning analytics using a systematic review. 1715-1747 - Danielle Lester
Drivers and barriers to the utilisation of gamification and game-based learning in universities: A systematic review of educators' perspectives. 1748-1770 - Qiong Wang
Exploring the influence of technostress creators on in-service teachers' attitudes toward ICT and ICT adoption intentions. 1771-1789 - Olasile Babatunde Adedoyin
Open educational resources: Evaluation of students' intention to use and motivation to create. 1790-1813 - Zhongling Pi
Students' prior knowledge moderates the effects of group motivation compositions on learning from video lectures. 1814-1836 - Simon Knight
A reflective design case of practical micro-ethics in learning analytics. 1837-1857 - Yunying Yang
Requesting a commitment in school teachers to teach in unprecedented ways: The mediating role of teacher agency. 1858-1877 - Nicholas R. Werse
The quest to cultivate an ecocritical awareness in educational technology scholarship: A question of disciplinary focus in the age of environmental crisis. 1878-1894 - Ido Davidesco
Detecting fluctuations in student engagement and retention during video lectures using electroencephalography. 1895-1916 - Kate Talsma
Self-regulatory and demographic predictors of grades in online and face-to-face university cohorts: A multi-group path analysis. 1917-1938 - Jorge Fernández Herrero
The first steps for adapting an artificial intelligence emotion expression recognition software for emotional management in the educational context. 1939-1963
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