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Computers & Education, Volume 60
Volume 60, Number 1, January 2013
- Yu-Liang Ting:
Using mobile technologies to create interwoven learning interactions: An intuitive design and its evaluation. 1-13 - Shu-Sheng Liaw, Hsiu-Mei Huang:
Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. 14-24 - Caroline F. Timmers, Jannie Braber-van den Broek, Stéphanie M. van den Berg
:
Motivational beliefs, student effort, and feedback behaviour in computer-based formative assessment. 25-31 - Liang-Yi Li, Gwo-Dong Chen, Sheng-Jie Yang:
Construction of cognitive maps to improve e-book reading and navigation. 32-39 - Uwe Matzat
Do blended virtual learning communities enhance teachers' professional development more than purely virtual ones? A large scale empirical comparison. 40-51 - Matthew Ventura, Valerie J. Shute, Weinan Zhao:
The relationship between video game use and a performance-based measure of persistence. 52-58 - Ulrike Cress
The collective knowledge of social tags: Direct and indirect influences on navigation, learning, and information processing. 59-73 - Rachelle Campigotto, Rhonda McEwen, Carrie Demmans Epp
Especially social: Exploring the use of an iOS application in special needs classrooms. 74-86 - Murat Öztok
Exploring asynchronous and synchronous tool use in online courses. 87-94 - Lucia Mason, Maria Caterina Tornatora, Patrik Pluchino
Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from eye-movement patterns. 95-109 - Peng-Chun Lin, Huei-Tse Hou
Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course. 110-121 - Carlos Alario-Hoyos
GLUE!: An architecture for the integration of external tools in Virtual Learning Environments. 122-137 - Chwee Beng Lee:
Exploring the relationship between intention to use mobile phone as a visualization tool and regulation of cognition. 138-147 - Vehbi Celik, Etem Yesilyurt:
Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. 148-158 - Maaike Waalkens, Vincent Aleven, Niels Taatgen
Does supporting multiple student strategies lead to greater learning and motivation? Investigating a source of complexity in the architecture of intelligent tutoring systems. 159-171 - Julie Skogs:
Subject line preferences and other factors contributing to coherence and interaction in student discussion forums. 172-183 - Anna Engel
Distributed Teaching Presence and communicative patterns in asynchronous learning: Name versus reply networks. 184-196 - Yan Li
Educational and social correlates of the digital divide for rural and urban children: A study on primary school students in a provincial city of China. 197-209 - Anke Berns
Game-like language learning in 3-D virtual environments. 210-220 - Bert Slof, Gijsbert Erkens, Paul A. Kirschner
The effects of inspecting and constructing part-task-specific visualizations on team and individual learning. 221-233 - Olle Bälter, Emma Enström, Bernhard Klingenberg:
The effect of short formative diagnostic web quizzes with minimal feedback. 234-242 - Nicholas Ferriman:
The impact of blended e-learning on undergraduate academic essay writing in English (L2). 243-253 - Ming-Yueh Hwang, Jon-Chao Hong
Gender differences in cognitive load and competition anxiety affect 6th grade students' attitude toward playing and intention to play at a sequential or synchronous game. 254-263 - Antonija Mitrovic, Stellan Ohlsson, Devon K. Barrow
The effect of positive feedback in a constraint-based intelligent tutoring system. 264-272 - Rustam Asnawi, Wan Fatimah Wan Ahmad, Dayang Rohaya Awang Rambli:
Robust synchronization models for Presentation System using SMIL-driven approach. 273-287 - Masataka Okutsu
Teaching an aerospace engineering design course via virtual worlds: A comparative assessment of learning outcomes. 288-298 - Ben Cowley
Cardiovascular physiology predicts learning effects in a serious game activity. 299-309 - Hiroyuki Aoki, JaMee Kim, WonGyu Lee:
Propagation & level: Factors influencing in the ICT composite index at the school level. 310-324 - Chi-Cheng Chang, Chaoyun Liang
Is learner self-assessment reliable and valid in a Web-based portfolio environment for high school students? 325-334 - Yihua Yang, Linxiu Zhang, Junxia Zeng, Xiaopeng Pang, Fang Lai, Scott Rozelle:
Computers and the academic performance of elementary school-aged girls in China's poor communities. 335-346 - Chiung-Hui Chiu
Employing a structured interface to advance primary students' communicative competence in a text-based computer mediated environment. 347-356 - Ana Remesal, Rosa Colomina
Social presence and online collaborative small group work: A socioconstructivist account. 357-367 - Jan Moons, Carlos De Backer:
The design and pilot evaluation of an interactive learning environment for introductory programming influenced by cognitive load theory and constructivism. 368-384 - Griet Lust, Jan Elen, Geraldine Clarebout:
Regulation of tool-use within a blended course: Student differences and performance effects. 385-395 - Igor Balaban
Development of an electronic Portfolio system success model: An information systems approach. 396-411 - Pieter Wouters, Herre van Oostendorp:
A meta-analytic review of the role of instructional support in game-based learning. 412-425 - Dirk Börner
Beyond the channel: A literature review on ambient displays for learning. 426-435 - Gladys Castillo, Eva Millán
Using Bayesian networks to improve knowledge assessment. 436-447 - Fengfeng Ke
Computer-game-based tutoring of mathematics. 448-457
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