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ORCIDComputers & Education, Volume 125
Volume 125, October 2018
- Xiang Hu, Yang Gong
, Chun Lai, Frederick K. S. Leung:
The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis. 1-13 - Arif Bakla:
Learner-generated materials in a flipped pronunciation class: A sequential explanatory mixed-methods study. 14-38 - Muhterem Dindar:
An empirical study on gender, video game play, academic success and complex problem solving skills. 39-52 - Federica Savazzi, Sara Isernia, Johanna Jonsdottir, Sonia Di Tella, Stefania Pazzi, Francesca Baglio:
Engaged in learning neurorehabilitation: Development and validation of a serious game with user-centered design. 53-61 - Xinyuan Yang, Li-Jen Kuo, Xuejun Ji, Erin McTigue:
A critical examination of the relationship among research, theory, and practice: Technology and reading instruction. 62-73 - Yu-Ju Lin, Hung-Chun Wang:
Using enhanced OER videos to facilitate English L2 learners' multicultural competence. 74-85 - Renée M. Filius, Renske A. M. de Kleijn, Sabine G. Uijl, Frans J. Prins, Harold V. M. van Rijen, Diederick E. Grobbee:
Strengthening dialogic peer feedback aiming for deep learning in SPOCs. 86-100 - Stavros A. Nikou, Anastasios A. Economides:
Mobile-based assessment: A literature review of publications in major referred journals from 2009 to 2018. 101-119 - Wenliang He, Amanda J. Holton, George Farkas:
Impact of partially flipped instruction on immediate and subsequent course performance in a large undergraduate chemistry course. 120-131 - Jin Michael Splichal, Jun Oshima, Ritsuko Oshima:
Regulation of collaboration in project-based learning mediated by CSCL scripting reflection. 132-145 - Stephanie Moser, Joerg Zumbach:
Exploring the development and impact of learning styles: An empirical investigation based on explicit and implicit measures. 146-157 - Orit Ezra, Anat Cohen:
Contextualised MALL: L2 Chinese students in target and non-target country. 158-174 - Karen Clayton, Fran C. Blumberg, Jared A. Anthony:
Linkages between course status, perceived course value, and students' preference for traditional versus non-traditional learning environments. 175-181 - Andrea Deublein, Anne Pfeifer, Katinka Merbach, Katharina Bruckner, Christoph Mengelkamp, Birgit Lugrin:
Scaffolding of motivation in learning using a social robot. 182-190 - Rachael M. Paton, Andrew E. Fluck, Joel Scanlan:
Engagement and retention in VET MOOCs and online courses: A systematic review of literature from 2013 to 2017. 191-201 - Hannah Hartman, Peter Johnson:
The effectiveness of multimedia for teaching drug mechanisms of action to undergraduate health students. 202-211 - Didem Akyuz:
Measuring technological pedagogical content knowledge (TPACK) through performance assessment. 212-225 - Shao-Chen Chang, Gwo-Jen Hwang:
Impacts of an augmented reality-based flipped learning guiding approach on students' scientific project performance and perceptions. 226-239 - Pei-Luen Patrick Rau, Jian Zheng, Zhi Guo, Jiaqi Li:
Speed reading on virtual reality and augmented reality. 240-245 - Jesus Alfonso D. Datu, Weipeng Yang, Jana Patricia M. Valdez, Samuel Kai-Wah Chu:
Is facebook involvement associated with academic engagement among Filipino university students? A cross-sectional study. 246-253 - Biyun Huang, Khe Foon Hew:
Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. 254-272 - Serkan Sendag, Nuray Gedik, Sacip Toker:
Impact of repetitive listening, listening-aid and podcast length on EFL podcast listening. 273-283 - Jia Li, Qizhen Deng:
What influences the effect of texting-based instruction on vocabulary acquisition? Learners' behavior and perception. 284-307 - Rachida Parks, Paul Benjamin Lowry, Rolf T. Wigand, Nitin Agarwal, Therese L. Williams:
Why students engage in cyber-cheating through a collective movement: A case of deviance and collusion. 308-326 - Dan Davis, Guanliang Chen, Claudia Hauff, Geert-Jan Houben:
Activating learning at scale: A review of innovations in online learning strategies. 327-344 - Yu-Ling Tsai, Chin-Chung Tsai:
Digital game-based second-language vocabulary learning and conditions of research designs: A meta-analysis study. 345-357 - Ayesha K. Hashim, Vanessa W. Vongkulluksn:
E-Reader apps and reading engagement: A descriptive case study. 358-375 - Hector R. Ponce, Richard E. Mayer, María Soledad Loyola, Mario J. López, Ester E. Méndez:
When two computer-supported learning strategies are better than one: An eye-tracking study. 376-388 - Mostafa Al-Emran, Vitaliy Mezhuyev, Adzhar Kamaludin:
Technology Acceptance Model in M-learning context: A systematic review. 389-412 - Ecenaz Alemdag, Kursat Cagiltay:
A systematic review of eye tracking research on multimedia learning. 413-428 - Arnon Hershkovitz, Orly Karni:
Borders of change: A holistic exploration of teaching in one-to-one computing programs. 429-443 - Tomislav Jagust, Ivica Boticki, Hyo-Jeong So:
Examining competitive, collaborative and adaptive gamification in young learners' math learning. 444-457 - Toni L. Fallon, Ruth Aylett, Helen Minnis, Gnanathusharan Rajendran:
Investigating social vulnerability in children using computer mediated role-play. 458-464
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