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ORCIDComputers & Education, Volume 69
Volume 69, November 2013
- Gi-Zen Liu
, Hsiang-Yee Lo, Hei-Chia Wang:
Design and usability testing of a learning and plagiarism avoidance tutorial system for paraphrasing and citing in English: A case study. 1-14 - Sylvester Arnab, Katherine Brown, Samantha Clarke, Ian Dunwell, Theodore Lim, Neil Suttie, Sandy Louchart, Maurice Hendrix, Sara de Freitas:
The development approach of a pedagogically-driven serious game to support Relationship and Sex Education (RSE) within a classroom setting. 15-30 - T. B. Garland, Christopher A. Sanchez:
Rotational perspective and learning procedural tasks from dynamic media. 31-37 - Sofia B. Dias, José A. Diniz:
FuzzyQoI model: A fuzzy logic-based modelling of users' quality of interaction with a learning management system under blended learning. 38-59 - Barbara Kump, Johannes Moskaliuk, Sebastian Dennerlein, Tobias Ley:
Tracing knowledge co-evolution in a realistic course setting: A wiki-based field experiment. 60-70 - Rafael Pozo-Barajas, María del Pópulo Pablo-Romero, Rafael Caballero:
Evaluating a computer-based simulator program to teach the principles of macroeconomic equilibria. 71-84 - Teemu Valtonen, Stina Hacklin, Sini Kontkanen, Anu Hartikainen-Ahia, Sirpa Kärkkäinen, Jari Kukkonen:
Pre-service teachers' experiences of using social software applications for collaborative inquiry. 85-95 - José M. Noguera, Juan José Jiménez-Delgado, María Catalina Osuna-Pérez:
Development and evaluation of a 3D mobile application for learning manual therapy in the physiotherapy laboratory. 96-108 - Mohan John Blooma, Jayan Chirayath Kurian, Alton Yeow-Kuan Chua, Dion Hoe-Lian Goh, Nguyen Huong Lien:
Social question answering: Analyzing knowledge, cognitive processes and social dimensions of micro-collaborations. 109-120 - Gwo-Jen Hwang, Li-Hsueh Yang, Sheng-Yuan Wang:
A concept map-embedded educational computer game for improving students' learning performance in natural science courses. 121-130 - Zehui Zhan, Hu Mei:
Academic self-concept and social presence in face-to-face and online learning: Perceptions and effects on students' learning achievement and satisfaction across environments. 131-138 - Jianzhong Xu, Jianxia Du, Xitao Fan:
"Finding our time": Predicting students' time management in online collaborative groupwork. 139-147 - Ian Stevenson:
Does technology have an impact on learning? A Fuzzy Set Analysis of historical data on the role of digital repertoires in shaping the outcomes of classroom pedagogy. 148-158 - Rolf Ploetzner, Sabine Schlag:
Strategic learning from expository animations: Short- and mid-term effects. 159-168 - Olga Viberg, Åke Grönlund:
Cross-cultural analysis of users' attitudes toward the use of mobile devices in second and foreign language learning in higher education: A case from Sweden and China. 169-180 - Lorenzo Salas-Morera, Antonio Arauzo-Azofra, Laura García-Hernández, Juan M. Palomo-Romero, César Hervás-Martínez:
PpcProject: An educational tool for software project management. 181-188 - Jingyan Lu, Zhidong Zhang:
Scaffolding argumentation in intact class: Integrating technology and pedagogy. 189-198 - Jenny Thomas:
Exploring the use of asynchronous online discussion in health care education: A literature review. 199-215 - Chi-Cheng Chang, Kuo-Hung Tseng, Chaoyun Liang, To-Yu Chen:
Using e-portfolios to facilitate university students' knowledge management performance: E-portfolio vs. non-portfolio. 216-224 - Ivan Marsá-Maestre, Enrique de la Hoz, José Manuel Giménez-Guzmán, Miguel A. López-Carmona:
Design and evaluation of a learning environment to effectively provide network security skills. 225-236 - Chi-Cheng Chang, Kuo-Hung Tseng, Chaoyun Liang, Yueh-Mai Liao:
Constructing and evaluating online goal-setting mechanisms in web-based portfolio assessment system for facilitating self-regulated learning. 237-249 - Miladin Stefanovic:
The objectives, architectures and effects of distance learning laboratories for industrial engineering education. 250-262 - Lia Buarque de Macedo Guimarães, José Luis Duarte Ribeiro, Márcia Elisa Echeveste, Jocelise Jacques de Jacques:
A study of the use of the laptop XO in Brazilian pilot schools. 263-273 - Glenn Gordon Smith, Mimi Li, Jack Drobisz, Ho-Ryong Park, Deoksoon Kim, Stanley Dana Smith:
Play games or study? Computer games in eBooks to learn English vocabulary. 274-286 - David E. Millard, Kate Borthwick, Yvonne Margaret Howard, Patrick McSweeney, Charlie Hargood:
The HumBox: Changing educational practice around a learning resource repository. 287-302 - Chih-Hung Lai, Hwei-Ling Gwung:
The effect of gender and Internet usage on physical and cyber interpersonal relationships. 303-309 - Courtney K. Blackwell, Alexis R. Lauricella, Ellen Wartella, Michael Robb, Roberta Schomburg:
Adoption and use of technology in early education: The interplay of extrinsic barriers and teacher attitudes. 310-319 - Cesar C. Navarrete:
Creative thinking in digital game design and development: A case study. 320-331 - Yunhwan Kim, Michael Glassman, Mitchell Bartholomew, Eun Hye Hur:
Creating an educational context for Open Source Intelligence: The development of Internet self-efficacy through a blogcentric course. 332-342 - Uros Ocepek, Zoran Bosnic, Irena Nancovska Serbec, Joze Rugelj:
Exploring the relation between learning style models and preferred multimedia types. 343-355 - Siti Khadijah Mohd Arrif, Zaidatun Tasir, Jamalludin Harun, Nurbiha A. Shukor:
Pattern of reflection in learning Authoring System through blogging. 356-368 - Jon-Chao Hong, Ming-Yueh Hwang, Wen-Chi Chen, Chia-Ching Lee, Pei-Hsin Lin, Yi-Ling Chen:
Comparing the retention and flow experience in playing Solitary and Heart Attack games of San Zi Jing: A perspective of Dual Process Theory. 369-376 - Katerina Avramides, Brock Craft, Rosemary Luckin:
Modelling teenage personal contexts to support technology enhanced enquiry into personal energy consumption. 377-386 - A. K. M. Najmul Islam:
Investigating e-learning system usage outcomes in the university context. 387-399 - Young Hoan Cho, Sang Eun Lee:
The role of co-explanation and self-explanation in learning from design examples of PowerPoint presentation slides. 400-407 - Heidrun Stoeger, Xiaoju Duan, Sigrun Schirner, Teresa Greindl, Albert Ziegler:
The effectiveness of a one-year online mentoring program for girls in STEM. 408-418 - Janneke Verhaegh, Willem Fontijn, Wilma C. M. Resing:
On the correlation between children's performances on electronic board tasks and nonverbal intelligence test measures. 419-430 - Ahmed Younis Alsabawy, Aileen Cater-Steel, Jeffrey Soar:
IT infrastructure services as a requirement for e-learning system success. 431-451 - Sandra Sampayo Vargas, Chris J. Cope, Zhen He, Graeme J. Byrne:
The effectiveness of adaptive difficulty adjustments on students' motivation and learning in an educational computer game. 452-462 - Hosam Al-Samarraie, Timothy Teo, Merza Abbas:
Can structured representation enhance students' thinking skills for better understanding of E-learning content? 463-473 - Thomas Hainey, Wim Westera, Thomas M. Connolly, Liz Boyle, Gavin J. Baxter, Richard B. Beeby, Mario Soflano:
Students' attitudes toward playing games and using games in education: Comparing Scotland and the Netherlands. 474-484
- Pierre Dillenbourg:
Design for classroom orchestration. 485-492 - Miguel Nussbaum, Anita Díaz:
Classroom logistics: Integrating digital and non-digital resources. 493-495 - Yannis A. Dimitriadis, Luis Pablo Prieto, Juan I. Asensio-Pérez:
The role of design and enactment patterns in orchestration: Helping to integrate technology in blended classroom ecosystems. 496-499 - Pierre Tchounikine:
Clarifying design for orchestration: Orchestration and orchestrable technology, scripting and conducting. 500-503 - Mike Sharples:
Shared orchestration within and beyond the classroom. 504-506 - Ingo Kollar, Frank Fischer:
Orchestration is nothing without conducting - But arranging ties the two together!: A response to Dillenbourg (2011). 507-509 - Chee-Kit Looi, Yanjie Song:
Orchestration in a networked classroom: Where the teacher's real-time enactment matters. 510-513 - Tak-Wai Chan:
Sharing sentiment and wearing a pair of 'field spectacles' to view classroom orchestration. 514-516 - Madeline Balaam:
A Part Practical and Part Conceptual Response to Orchestration. 517-519 - Carlo Perrotta, Michael A. Evans:
Orchestration, power, and educational technology: A response to Dillenbourg. 520-522 - Jeremy Roschelle, Yannis A. Dimitriadis, Heinz Ulrich Hoppe:
Classroom orchestration: Synthesis. 523-526
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