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ORCIDBritish Journal of Educational Technology, Volume 54
Volume 54, Number 1, January 2023
EDITORIAL
- Mutlu Cukurova
, Manolis Mavrikis, Louis Major, Sara Hennessy, Sara Price:
BJET editorial 2023: Reflections on the evolving landscape of EdTech. 5-9 - Mladen Rakovic, Dragan Gasevic, Saeed-Ul Hassan, José A. Ruipérez Valiente, Naif R. Aljohani, Sandra Milligan:
Learning analytics and assessment: Emerging research trends, promises and future opportunities. 10-18
ARTICLES
- Okan Bulut, Guher Gorgun, Seyma N. Yildirim-Erbasli, Tarid Wongvorachan, Lia M. Daniels, Yizhu Gao, Ka Wing Lai, Jinnie Shin:
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, Roger Azevedo, James C. Lester:
Early prediction of student knowledge in game-based learning with distributed representations of assessment questions. 40-57 - Judith Stanja, Wolfgang Gritz, Johannes Krugel, Anett Hoppe, Sarah Dannemann:
Formative assessment strategies for students' conceptions - The potential of learning analytics. 58-75 - José Antonio Rodríguez-Martínez, José Antonio González-Calero, Javier del Olmo-Muñoz, David Arnau, Sergio Tirado-Olivares:
Building personalised homework from a learning analytics based formative assessment: Effect on fifth-grade students' understanding of fractions. 76-97 - Eunsung Park, Dirk Ifenthaler, Roy B. Clariana:
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, Rhonda Christensen, Ottavia Trevisan, Morgan Carter:
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, Jade Maï Cock, Tanja Käser, Engin Bumbacher:
A systematic review of empirical studies using log data from open-ended learning environments to measure science and engineering practices. 192-221 - Zhiru Sun, Amelie Theussen:
Assessing negotiation skill and its development in an online collaborative simulation game: A social network analysis study. 222-246 - Shen Ba, Xiao Hu, David Stein, Qingtang Liu:
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, Rosie Wotherspoon, Xinyu Li, Dragan Gasevic:
The role of indoor positioning analytics in assessment of simulation-based learning. 267-292 - Andy Nguyen, Sanna Järvelä, Carolyn P. Rosé, Hanna Järvenoja, Jonna Malmberg:
Examining socially shared regulation and shared physiological arousal events with multimodal learning analytics. 293-312 - Blazenka Divjak, Barbi Svetec, Damir Horvat, Nikola Kadoic:
Assessment validity and learning analytics as prerequisites for ensuring student-centred learning design. 313-334 - Hatim Lahza, Tammy G. Smith, Hassan Khosravi:
Beyond item analysis: Connecting student behaviour and performance using e-assessment logs. 335-354 - Yoon Jeon Kim, Mariah A. Knowles, Jennifer Scianna, Grace C. Lin, José A. Ruipérez Valiente:
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, Susanna Siu-sze Yeung, Zamzami Zainuddin, Davy Tsz Kit Ng, Samuel Kai Wah Chu:
Examining the effects of mixed and non-digital gamification on students' learning performance, cognitive engagement and course satisfaction. 394-413 - Badriah Algarni, Hugues Lortie Forgues:
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, Melissa Laufer, Len Ole Schäfer:
Infusing educational technologies in the heart of the university - A systematic literature review from an organisational perspective. 441-466 - Yizhen Huang, Eric Richter, Thilo Kleickmann, Dirk Richter:
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, Ming Lai:
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, Gwo-Jen Hwang, Shu-Yun Chien, Shao-Chen Chang:
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, Chris van Klaveren, Ilja Cornelisz:
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, Gwo-Jen Hwang, Lu-Ho Hsia:
Promoting students' artwork appreciation: An experiential learning-based virtual reality approach. 603-621 - Huichen Lin, Gwo-Jen Hwang, Kuei-Ru Chou, Chia-Kuang Tsai:
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, Ping Yu, Jiale Liu, Zhongling Pi, Weijin Cui:
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, Armaghan Montazami, Adam Kenneth Dubé:
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, Bekir Direkçi:
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, Pei-Chun Chen:
A gamified instant perspective comparison system to facilitate online discussion effectiveness. 790-811
Volume 54, Number 4, July 2023
ARTICLES
- Ying Zhan, Zi Yan, Zhi Hong Wan, Xiang Wang, Ye Zeng, Min Yang, Lan Yang:
Effects of online peer assessment on higher-order thinking: A meta-analysis. 817-835 - Chih-Pu Dai, Fengfeng Ke, Zhaihuan Dai, Mariya Pachman:
Improving teaching practices via virtual reality-supported simulation-based learning: Scenario design and the duration of implementation. 836-856 - David Alexis Sprenger, Adrian Schwaninger:
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, Jen-Chia Chang, Karina Quilantan-Garza, Mary L. Gutierrez:
Conscientiousness, prior experience, achievement emotions and academic procrastination in online learning environments. 898-923 - Jiawen Zhu, Kara M. Dawson:
Lurkers versus posters: Perceptions of learning in informal social media-based communities. 924-942 - Jenny Yun-Chen Chan, Chloe Byrne, Janette Jerusal, Allison S. Liu, Justin Roberts, Erin Ottmar:
Keep DRAGging ON: Is solving more problems in DragonBox 12+ associated with higher mathematical performance during the COVID-19 pandemic? 943-966 - Qi Xia, Thomas K. F. Chiu, Ching Sing Chai, Kui Xie:
The mediating effects of needs satisfaction on the relationships between prior knowledge and self-regulated learning through artificial intelligence chatbot. 967-986 - Athanasios Christopoulos, Nikolaos Pellas, Umar Bin Qushem, Mikko-Jussi Laakso:
Comparing the effectiveness of video and stereoscopic 360° virtual reality-supported instruction in high school biology courses. 987-1005 - Joe Watson, Jasmin Baier, Winnie Mughogho, Mark Millrine:
An exploratory investigation into the factors related to EdTech use among Kenyan girls. 1006-1024 - Yuqin Yang, Zhizi Zheng, Gaoxia Zhu, Sdenka Zobeida Salas-Pilco:
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, Srecko Joksimovic, Caitlin Mills, Dragan Gasevic, George Siemens:
Advancing theory in the age of artificial intelligence. 1051-1056
ARTICLES
- Sanna Järvelä, Andy Nguyen, Allyson Hadwin:
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, Ben Hicks, Simon Buckingham Shum:
Using causal models to bridge the divide between big data and educational theory. 1095-1124 - David C. Gibson, Vitomir Kovanovic, Dirk Ifenthaler, Sara Dexter, Shihui Feng:
Learning theories for artificial intelligence promoting learning processes. 1125-1146 - Lina Rahm, Jörgen Rahm-Skågeby:
Imaginaries and problematisations: A heuristic lens in the age of artificial intelligence in education. 1147-1159 - Margaret Bearman, Rola Ajjawi:
Learning to work with the black box: Pedagogy for a world with artificial intelligence. 1160-1173 - John Sabatini, Arthur C. Graesser, John Hollander, Tenaha O'Reilly:
A framework of literacy development and how AI can transform theory and practice. 1174-1203 - Jonathan C. Hilpert, Jeffrey Alan Greene, Matthew L. Bernacki:
Leveraging complexity frameworks to refine theories of engagement: Advancing self-regulated learning in the age of artificial intelligence. 1204-1221 - Elisabeth Bauer, Martin Greisel, Ilia Kuznetsov, Markus Berndt, Ingo Kollar, Markus Dresel, Martin R. Fischer, Frank Fischer:
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, Jo Van Herwegen:
Educational apps and learning: Current evidence on design and evaluation. 1268-1272
ARTICLES
- Bethany Huntington, James Goulding, Nicola J. Pitchford:
Pedagogical features of interactive apps for effective learning of foundational skills. 1273-1291 - Laura A. Outhwaite, Erin Early, Christothea Herodotou, Jo Van Herwegen:
Understanding how educational maths apps can enhance learning: A content analysis and qualitative comparative analysis. 1292-1313 - Laura Benton, Nelly Joye, Emma Sumner, Andrea Gauthier, Seray B. Ibrahim, Asimina Vasalou:
Exploring how children with reading difficulties respond to instructional supports in literacy games and the role of prior knowledge. 1314-1331 - Cynthia Boggio, Ahmed Zaher, Marie-Line Bosse:
ECRIMO, an app to train first graders' spelling: Effectiveness and comparison between different designs. 1332-1350 - Chimezie O. Amaefule, Jasmin Breitwieser, Daniel Biedermann, Lea Nobbe, Hendrik Drachsler, Garvin Brod:
Fostering children's acceptance of educational apps: The importance of designing enjoyable learning activities. 1351-1372 - Emily J. Roberts-Tyler, Sarah E. Roberts, Richard Watkins, J. Carl Hughes, Richard P. Hastings, David Gillespie:
Effects of implementation support on children's reading outcomes following an online early reading programme: A cluster-randomised controlled trial. 1373-1396 - Stefanie Vanbecelaere, Sameh Said-Metwaly, Wim van den Noortgate, Bert Reynvoet, Fien Depaepe:
The effectiveness of Tier 1 digital interventions for early reading: A meta-analysis. 1397-1432
Volume 54, Number 6, November 2023
EDITORIAL
- Samuel Amponsah, Teklu Abate Bekele:
Technology integration in higher education in Africa: Philosophical, theoretical and policy-practice perspectives. 1437-1440
ARTICLES
- Alex Kumi-Yeboah, Yanghyun Kim, Yaa Essah Armah:
Strategies for overcoming the digital divide during the COVID-19 pandemic in higher education institutions in Ghana. 1441-1462 - Lone Dirckinck-Holmfeld, Ann Bygholm, Geoffrey Tabo Olok:
Transforming education through ICT: Exploring students' study practices in a resource-constrained university setting. 1463-1483 - Michael Agyemang Adarkwah, Ronghuai Huang:
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, Samuel Amponsah, Ibrahim M. Karkouti:
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, Sharon Slade, Mohammad Khalil:
Multimodal learning analytics - In-between student privacy and encroachment: A systematic review. 1566-1586 - Iria Giuffrida, Alex Hall:
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, Rick Voithofer, Jessica T. Kulp:
Contextualizing privacy with wearable data in higher education. 1619-1635 - Virginia L. Byrne, Juana Hollingsworth, Priya C. Kumar:
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, Yanghyun Kim, Benjamin Yankson, Stephen Aikins, Yvonne Appiah Dadson:
Diverse students' perspectives on privacy and technology integration in higher education. 1671-1692 - Michele Gribbins, Curtis J. Bonk:
An exploration of instructors' perceptions about online proctoring and its value in ensuring academic integrity. 1693-1714 - Qinyi Liu, Mohammad Khalil:
Understanding privacy and data protection issues in learning analytics using a systematic review. 1715-1747 - Danielle Lester, Gregory J. Skulmoski, Darren P. Fisher, Vishal Mehrotra, Iris Lim, Alexander Lang, Justin W. L. Keogh:
Drivers and barriers to the utilisation of gamification and game-based learning in universities: A systematic review of educators' perspectives. 1748-1770 - Qiong Wang, Guoqing Zhao:
Exploring the influence of technostress creators on in-service teachers' attitudes toward ICT and ICT adoption intentions. 1771-1789 - Olasile Babatunde Adedoyin, Fahriye Altinay:
Open educational resources: Evaluation of students' intention to use and motivation to create. 1790-1813 - Zhongling Pi, Xinru Zhang, Xingyu Zhang, Ming Gao, Xiying Li:
Students' prior knowledge moderates the effects of group motivation compositions on learning from video lectures. 1814-1836 - Simon Knight, Antonette Shibani, Simon Buckingham Shum:
A reflective design case of practical micro-ethics in learning analytics. 1837-1857 - Yunying Yang, Yan Dong, Liming Jiang, Chang Xu, Fang Luo, Guoqing Zhao, Premnadh M. Kurup:
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, Noah Glaser, Ian H. Stevenson, Or Dagan:
Detecting fluctuations in student engagement and retention during video lectures using electroencephalography. 1895-1916 - Kate Talsma, Andrew Chapman, Allison Matthews:
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, Francisco Gomez-Donoso, Rosabel Roig-Vila:
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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