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ORCIDBritish Journal of Educational Technology, Volume 55
Volume 55, Number 1, January 2024
EDITORIAL
- Sara Hennessy
, Mutlu Cukurova, Cathy Lewin, Manolis Mavrikis, Louis Major:
BJET Editorial 2024: A call for research rigour. 5-9
REVIEWS
- Wu Rong, Zhonggen Yu:
Do AI chatbots improve students learning outcomes? Evidence from a meta-analysis. 10-33 - Hojjat Dehghanzadeh, Mohammadreza Farrokhnia, Hossein Dehghanzadeh, Kiumars Taghipour, Omid Noroozi:
Using gamification to support learning in K-12 education: A systematic literature review. 34-70 - Jiarui Xie, Ana-Paula Correia:
The effects of instructor participation in asynchronous online discussions on student performance: A systematic review. 71-89 - Lixiang Yan, Lele Sha, Linxuan Zhao, Yuheng Li, Roberto Martínez-Maldonado, Guanliang Chen, Xinyu Li, Yueqiao Jin, Dragan Gasevic:
Practical and ethical challenges of large language models in education: A systematic scoping review. 90-112
ORIGINAL ARTICLES
- Aibhin Bray, Ann Devitt, Joanne Banks, Sergio Sanchez Fuentes, Marta Sandoval, Katerina Riviou, Darren Byrne, Margaret Flood, Jean Reale, Silvia Terrenzio:
What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level. 113-138 - Joanne Larty, Vivien Hodgson:
An exploration of the ideological becoming of online educators. 139-155 - Jionghao Lin, Mladen Rakovic, Yuheng Li, Haoran Xie, David Lang, Dragan Gasevic, Guanliang Chen:
On the role of politeness in online human-human tutoring. 156-180 - Qingtang Liu, Xinxin Zheng, Yaoyao Liu, Linjing Wu, Si Zhang, Ni Zhang, Qiyun Wang:
Exploration of the characteristics of teachers' multimodal behaviours in problem-oriented teaching activities with different response levels. 181-207 - Anna-Lisa Max, Sarah Lukas, Holger Weitzel:
The pedagogical makerspace: Learning opportunity and challenge for prospective teachers' growth of TPACK. 208-230 - Jodie Torrington, Matt Bower, Emma C. Burns:
Elementary students' self-regulation in computer-based learning environments: How do self-report measures, observations and teacher rating relate to task performance? 231-258 - Rebecca Yvonne Bayeck:
Understanding computational thinking in the gameplay of the African Songo board game. 259-276 - Lijia Lin, Ronnel B. King, Lingyi Fu, Shing-On Leung:
Information and communication technology engagement and digital reading: How meta-cognitive strategies impact their relationship. 277-296 - Ya Xiao, Khe Foon Timothy Hew:
Intangible rewards versus tangible rewards in gamified online learning: Which promotes student intrinsic motivation, behavioural engagement, cognitive engagement and learning performance? 297-317 - Wei Li, Cheng-Ye Liu, Judy C. R. Tseng:
Development of a metacognitive regulation-based collaborative programming system and its effects on students' learning achievements, computational thinking tendency and group metacognition. 318-339 - Francisco David Guillén-Gámez, Ernesto Colomo-Magaña, Julio Ruiz-Palmero, Lukasz Tomczyk:
Teaching digital competence in the use of YouTube and its incidental factors: Development of an instrument based on the UTAUT model from a higher order PLS-SEM approach. 340-362 - Xiang Hu, Haode Zuo, Chun Lai, Gaoxia Zhu, Jiesi Guo, Huiling Tan:
Is social media use for math learning beneficial for ethnic minority students' math identity? A socialization perspective. 363-378 - Chun Lai, Qianshan Chen, Yabing Wang, Xuedan Qi:
Individual interest, self-regulation, and self-directed language learning with technology beyond the classroom. 379-397 - Paula Lehane, Darina Scully, Michael O'Leary:
Why multimedia might matter: The impact of animations and images on item performance and test-taker behaviour. 398-416 - Yun Dai, Ziyan Lin, Ang Liu, Wenlan Wang:
An embodied, analogical and disruptive approach of AI pedagogy in upper elementary education: An experimental study. 417-434
Volume 55, Number 2, March 2024
REVIEWS
- Lucía Márquez, Valeria Henríquez, Henrique Chevreux, Eliana Scheihing, Julio Guerra:
Adoption of learning analytics in higher education institutions: A systematic literature review. 439-459 - Marcel Fernandes Dallaqua, Breno Nunes, Marly M. Carvalho:
Serious games research streams for social change: Critical review and framing. 460-483
ORIGINAL ARTICLES
- Michaela Arztmann, Jessica Lizeth Domínguez Alfaro, Lisette Hornstra, Johan Jeuring, Liesbeth Kester:
In-game performance: The role of students' socio-economic status, self-efficacy and situational interest in an augmented reality game. 484-498 - Jiaqi Yu, André R. Denham:
Utilizing augmented reality for embodied mental rotation training: A learning analytics study. 499-518 - Yu-Ting Chen, Ming Li, Mutlu Cukurova, Morris Siu-Yung Jong:
Incorporation of peer-feedback into the pedagogical use of spherical video-based virtual reality in writing education. 519-540 - Regina Kaplan-Rakowski, Alice Gruber:
An experimental study on reading in high-immersion virtual reality. 541-559 - Miriam Pizzatto Colpo, Tiago Thompsen Primo, Marilton Sanchotene de Aguiar:
Lessons learned from the student dropout patterns on COVID-19 pandemic: An analysis supported by machine learning. 560-585 - Seunghee Jin:
Speaking proficiency and affective effects in EFL: Vlogging as a social media-integrated activity. 586-604 - Weipeng Yang, Chan Wang, Alfredo Bautista:
A YouTube video club for teacher learning: Empowering early childhood educators to teach STEM. 605-624 - Qingchuan Li, Yan Luximon, Jiaxin Zhang, Yao Song:
Measuring and classifying students' cognitive load in pen-based mobile learning using handwriting, touch gestural and eye-tracking data. 625-653 - Seda Özer Sanal, Büsra Çiçek:
University students' digital spaces in online learning communities: Implications for understanding, protecting and maintaining privacy. 654-667 - Mette Alma Kjærsholm Boie, Christian Dalsgaard, Francesco Caviglia:
Digital instinct - A keyword for making sense of students' digital practice and digital literacy. 668-686 - Lo-An Liu, Gwo-Jen Hwang:
Effects of metalinguistic corrective feedback on novice EFL students' digital game-based grammar learning performances, perceptions and behavioural patterns. 687-711 - Tristan Cui, Jeff Wang:
Empowering active learning: A social annotation tool for improving student engagement. 712-730 - Alex Yue Feng Zhu:
Upgrading financial education by adding Python-based personalized financial projection: A randomized control trial. 731-750
Volume 55, Number 3, May 2024
EDITORIAL
- Simon Buckingham Shum, Roberto Martínez-Maldonado, Yannis A. Dimitriadis, Patricia Santos:
Human-Centred Learning Analytics: 2019-24. 755-768
ARTICLES
- Fabio Campos, Ha Nguyen, June Ahn, Kara Jackson:
Leveraging cultural forms in human-centred learning analytics design. 769-784 - Isabel Hilliger, Constanza Miranda, Sergio Celis, Mar Pérez-Sanagustín:
Curriculum analytics adoption in higher education: A multiple case study engaging stakeholders in different phases of design. 785-801 - Nicole M. Hutchins, Gautam Biswas:
Co-designing teacher support technology for problem-based learning in middle school science. 802-822 - LuEttaMae Lawrence, Vanessa Echeverría, Kexin Bella Yang, Vincent Aleven, Nikol Rummel:
How teachers conceptualise shared control with an AI co-orchestration tool: A multiyear teacher-centred design process. 823-844 - Korah J. Wiley, Yannis A. Dimitriadis, Marcia C. Linn:
A human-centred learning analytics approach for developing contextually scalable K-12 teacher dashboards. 845-885 - Elvis Ortega-Ochoa, Marta Arguedas, Thanasis Daradoumis:
Empathic pedagogical conversational agents: A systematic literature review. 886-909 - Xiangjun Hao, Xiaoqing Gu:
Analysis of key roles in large-scale online learning: Interactive participation characteristics and knowledge construction behaviour patterns. 910-932 - Qiuchen Yu, Jiangfeng Gou, Yan Li, Zhongling Pi, Jiumin Yang:
Introducing support for learner control: Temporal and organizational cues in instructional videos. 933-956 - Chioma Udeozor, Fernando Russo Abegão, Jarka Glassey:
Measuring learning in digital games: Applying a game-based assessment framework. 957-991 - Yuyao Tong, Chao Yang, Gaowei Chen:
A visual learning analytics approach for knowledge building: Impact on students' epistemic understanding of discourse, productive inquiry and domain knowledge. 992-1019 - Ji Yae Bong, Kyunghwa Cho, Zhichun Liu, Dan He:
A dual-process motivation mediation model to explain female high school students' cognitive engagement and disengagement in emergency remote teaching and online learning in South Korea. 1020-1040 - Heqiu Song, Emilia I. Barakova, Jaap Ham, Panos Markopoulos:
The impact of social robots' presence and roles on children's performance in musical instrument practice. 1041-1059 - Jinbo Tan, Lei Wu, Shanshan Ma:
Collaborative dialogue patterns of pair programming and their impact on programming self-efficacy and coding performance. 1060-1081 - Davy Tsz Kit Ng, Wenjie Wu, Jac Ka Lok Leung, Thomas Kin Fung Chiu, Samuel Kai Wah Chu:
Design and validation of the AI literacy questionnaire: The affective, behavioural, cognitive and ethical approach. 1082-1104 - Chunxiao Yin, Lirui Li, Liang Yu:
Why do college students engage in in-class media multitasking behaviours? A social learning perspective. 1105-1125 - Joanna Löytömäki, Pasi Ohtonen, Kerttu Huttunen:
Serious game the Emotion Detectives helps to improve social-emotional skills of children with neurodevelopmental disorders. 1126-1144 - Yaqian Xu, Yang Yang:
Research on the patterns of the organic growth knowledge production based on a dual perspective of content and behaviour. 1145-1166 - Xiaoxue Leng, Fuxing Wang, Richard E. Mayer, Tingting Zhao:
How to train students to engage in text-picture integration for multimedia lessons. 1167-1188 - Yi Zhang, Caixia Liu, Yana Xing, Zhongling Pi, Jiumin Yang:
How does drawing influence the effectiveness of oral self-explanation versus instructional explanation in video learning? 1189-1208 - Artur Strzelecki, Sara ElArabawy:
Investigation of the moderation effect of gender and study level on the acceptance and use of generative AI by higher education students: Comparative evidence from Poland and Egypt. 1209-1230 - Bowen Liu, Yonghe Wu, Hang Shu, Yongpeng Cui, Can Zuo, Wenhao Li:
Uncovering the predictive effect of behaviours on self-directed learning ability. 1231-1252 - Xiaofang Liao, Xuedi Zhang, Zhifeng Wang, Heng Luo:
Design and implementation of an AI-enabled visual report tool as formative assessment to promote learning achievement and self-regulated learning: An experimental study. 1253-1276
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