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ORCIDComputers & Education, Volume 181
Volume 181, May 2022
- Li Zhao
, Xiaohong Liu, Chenhui Wang, Yu-Sheng Su:
Effect of different mind mapping approaches on primary school students' computational thinking skills during visual programming learning. 104445 - Aditi Bhutoria, Nayyaf Aljabri:
Patterns of cognitive returns to Information and Communication Technology (ICT) use of 15-year-olds: Global evidence from a Hierarchical Linear Modeling approach using PISA 2018. 104447 - Damjan Fujs, Simon Vrhovec, Bostjan Zvanut, Damjan Vavpotic:
Improving the efficiency of remote conference tool use for distance learning in higher education: A kano based approach. 104448 - Chun-Yen Tsai, Wen-Ling Shih, Fu-Pei Hsieh, Yun-An Chen, Chien-Liang Lin, Hui-Ju Wu:
Using the ARCS model to improve undergraduates' perceived information security protection motivation and behavior. 104449 - Lihui Sun, Linlin Hu, Danhua Zhou:
Programming attitudes predict computational thinking: Analysis of differences in gender and programming experience. 104457 - Arminda Suárez-Perdomo, Zuleica Ruiz-Alfonso, Yaritza Garcés-Delgado:
Profiles of undergraduates' networks addiction: Difference in academic procrastination and performance. 104459 - Eric Jamet, Estelle Michinov:
Effects of verbal and visual support on learning by tablet-based drawing. 104460 - Sannyuya Liu, Shiqi Liu, Zhi Liu, Xian Peng, Zongkai Yang:
Automated detection of emotional and cognitive engagement in MOOC discussions to predict learning achievement. 104461 - Ana Cebollero-Salinas, Jacobo Cano-Escoriaza, Santos Orejudo:
Are emotional e-competencies a protective factor against habitual digital behaviors (media multitasking, cybergossip, phubbing) in Spanish students of secondary education? 104464
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