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ORCIDJournal of Computer Assisted Learning, Volume 38
Volume 38, Number 1, February 2022
- Steve Bissonnette
, Christian Boyer:
A review of the meta-analysis by Tingir and colleagues (2017) on the effects of mobile devices on learning. 1-5
- Mavis Yiching Chen, Yu-Shan Chang, Meng-Jung Chuang:
Virtual reality application influences cognitive load-mediated creativity components and creative performance in engineering design. 6-18 - Milou van Harsel, Vincent Hoogerheide, Peter P. J. L. Verkoeijen, Tamara van Gog:
Instructing students on effective sequences of examples and problems: Does self-regulated learning improve from knowing what works and why? 19-39 - Katerina Mangaroska, Kshitij Sharma, Dragan Gasevic, Michail N. Giannakos:
Exploring students' cognitive and affective states during problem solving through multimodal data: Lessons learned from a programming activity. 40-59 - Shan Jiang, Gary K. W. Wong:
Exploring age and gender differences of computational thinkers in primary school: A developmental perspective. 60-75 - Priyanka Patel, Minna Torppa, Mikko Aro, Ulla Richardson, Heikki Lyytinen:
Assessing the effectiveness of a game-based phonics intervention for first and second grade English language learners in India: A randomized controlled trial. 76-89 - Elise Ameloot, Tijs Rotsaert, Tammy Schellens:
The supporting role of learning analytics for a blended learning environment: Exploring students' perceptions and the impact on relatedness. 90-102
- Xinhao Xu, Jina Kang, Lili Yan:
Understanding embodied immersion in technology-enabled embodied learning environments. 103-119
- Sarune Baceviciute, Gordon Lucas, Thomas Terkildsen, Guido Makransky:
Investigating the redundancy principle in immersive virtual reality environments: An eye-tracking and EEG study. 120-136 - Paul F. Burke, Matthew Kearney, Sandy Schuck, Peter Aubusson:
Improving mobile learning in secondary mathematics and science: Listening to students. 137-151 - Shuang Li, Shuang Wang, Junlei Du, Yu Pei, Xinyi Shen:
MOOC learners' time-investment patterns and temporal-learning characteristics. 152-166 - Cyrine H'mida, Slava Kalyuga, Nafaa Souissi, Ghazi Rekik, Mohamed Jarraya, Aïmen Khacharem:
Is the human movement effect stable over time? The effects of presentation format on acquisition and retention of a motor skill. 167-177 - Anne van Uittert, Ludo Verhoeven, Eliane Segers:
Responsiveness to a game-based intervention to enhance reading efficiency in first graders. 178-191 - Si Chen, Fan Ouyang, Pengcheng Jiao:
Promoting student engagement in online collaborative writing through a student-facing social learning analytics tool. 192-208 - Joan Manuel Marquès Puig, Thanasis Daradoumis, Marta Arguedas, Laura Calvet Liñan:
Using a distributed systems laboratory to facilitate students' cognitive, metacognitive and critical thinking strategy use. 209-222 - Baichang Zhong, Liying Xia:
Effects of new coopetition designs on learning performance in robotics education. 223-236 - Weijiao Huang, Khe Foon Hew, Luke K. Fryer:
Chatbots for language learning - Are they really useful? A systematic review of chatbot-supported language learning. 237-257 - Hua Ran, Nam Ju Kim, Walter G. Secada:
A meta-analysis on the effects of technology's functions and roles on students' mathematics achievement in K-12 classrooms. 258-284 - Josef Buchner, Katja Buntins, Michael Kerres:
The impact of augmented reality on cognitive load and performance: A systematic review. 285-303 - Daniela Fadda, Marta Pellegrini, Giuliano Vivanet, Claudio Zandonella Callegher:
Effects of digital games on student motivation in mathematics: A meta-analysis in K-12. 304-325
Volume 38, Number 2, April 2022
- Pantelis M. Papadopoulos, Nikolaus Obwegeser, Armin Weinberger:
Let me explain! The effects of writing and reading short justifications on students' performance, confidence and opinions in audience response systems. 327-337 - Melike Özüdogru:
Understanding the experiences of teacher candidates related to online flipped learning in relation to Community of Inquiry framework. 338-349 - Elise H. Eshuis, Judith ter Vrugte, Anjo Anjewierden, Ton de Jong:
Expert examples and prompted reflection in learning with self-generated concept maps. 350-365 - Johann Chevalère, Loreleï Cazenave, Mickaël Berthon, Ruben Martinez, Vincent Mazenod, Marie-Claude Borion, Delphine Pailler, Nicolas Rocher, Rémi Cadet, Catherine Lenne, Norbert Maïonchi-Pino, Pascal Huguet:
Compensating the socioeconomic achievement gap with computer-assisted instruction. 366-378 - Thésése F. Eder, Katharina Scheiter, Juliane Richter, Constanze Keutel, Fabian Hüttig:
I see something you do not: Eye movement modelling examples do not improve anomaly detection in interpreting medical images. 379-391 - Cixiao Wang, Lingling Xu, Hui Liu:
Exploring behavioural patterns of virtual manipulatives supported collaborative inquiry learning: Effect of device-student ratios and external scripts. 392-408 - Nathan P. Helsabeck, Laura M. Justice, Jessica A. R. Logan:
Assessing fidelity of implementation to a technology-mediated early intervention using process data. 409-421 - Jie-Chi Yang, Ching-Jung Chung, Mei-Shan Chen:
Effects of performance goal orientations on learning performance and in-game performance in digital game-based learning. 422-439 - Paola Bonifacci, Elisa Colombini, Michele Marzocchi, Valentina Tobia, Lorenzo Desideri:
Text-to-speech applications to reduce mind wandering in students with dyslexia. 440-454 - Chen-Chung Liu, Tsun-Wei Lin, Chia-Hui Cheng, Cai-Ting Wen, Ming-Hua Chang, Shih-Hsun Fan Chiang, Meng-Jung Tsai, Hung-Ming Lin, Fu-Kwun Hwang:
The impact of functional interdependencies of computer simulations on collaborative learning: Evidence from multiple sources. 455-469 - Sarune Baceviciute, Ainara Lopez Cordoba, Philip Wismer, Tine Vitved Jensen, Mikkel Klausen, Guido Makransky:
Investigating the value of immersive virtual reality tools for organizational training: An applied international study in the biotech industry. 470-487 - Kelly L. Schmitt, Lisa B. Hurwitz, Deborah Nichols:
Learning to eRead: A qualitative exploration of young children's developing eReader practices. 488-499 - Sofia Fountoukidou, Uwe Matzat, Jaap Ham, Cees J. H. Midden:
The effect of an artificial agent's vocal expressiveness on immediacy and learning. 500-512 - Okan Arslan, Wanli Xing, Fethi A. Inan, Hanxiang Du:
Understanding topic duration in Twitter learning communities using data mining. 513-525
- Marilena Savva, Steve Higgins, Nadin Beckmann:
Meta-analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre-K to grade 2. 526-564 - Wei Xu, Taotao Dai, Zhi-yi Shen:
Effect sizes and research directions of technology application in museum learning: Evidence obtained by integrating meta-analysis with co-citation network analysis. 565-580 - Atakan Coskun, Kursat Cagiltay:
A systematic review of eye-tracking-based research on animated multimedia learning. 581-598 - Andreia Nunes, Carolina Cordeiro, Teresa Limpo, São Luís Castro:
Effectiveness of automated writing evaluation systems in school settings: A systematic review of studies from 2000 to 2020. 599-620
Volume 38, Number 3, June 2022
- Wenjing Li, Fuxing Wang, Richard E. Mayer, Tao Liu:
Animated pedagogical agents enhance learning outcomes and brain activity during learning. 621-637 - Arita L. Liu, Shiva Hajian, Misha Jain, Mari Fukuda, Teeba Obaid, John C. Nesbit, Philip H. Winne:
A microanalysis of learner questions and tutor guidance in simulation-assisted inquiry learning. 638-650 - Rebecca L. Hite, Melissa Gail Jones, Gina M. Childers, Megan E. Ennes, Katherine M. Chesnutt, Mariana Pereyra, Emily M. Cayton:
The utility of 3D, haptic-enabled, virtual reality technologies for student knowledge gains in the complex biological system of the human heart. 651-667
- Min Kyung Kim, Yujeong Park, Amanda Carter:
Technology-based self-monitoring system for on-task behavior of students with disabilities: A quantitative meta-analysis of single-subject research. 668-680
- Alexander Skulmowski:
Realistic visualizations can aid transfer performance: Do distinctive shapes and descriptive labels contribute towards learning? 681-691 - Chih-Hung Chung, You Yin Lin:
Online 3D gamification for teaching a human resource development course. 692-706 - Wenbo Deng, Weina Lei, Xipei Guo, Xinyi Li, Wenshuang Ge, Weiping Hu:
Effects of regulatory focus on online learning engagement of high school students: The mediating role of self-efficacy and academic emotions. 707-718 - Zana Zanko, Monika Mladenovic, Divna Krpan:
Analysis of school students' misconceptions about basic programming concepts. 719-730 - Xiao-Fan Lin, Zhong-Mei Liang, Kan Kan Chan, Wenyi Li, Xiaolan Ling:
Effects of contextual interactive healthcare training on caregivers of patients with suspected COVID-19 infection: Anxiety, learning achievements, perceived support and self-efficacies during quarantine. 731-742 - Jennifer W. M. Lai, Matt Bower, John De Nobile, Yvonne Breyer:
What should we evaluate when we use technology in education? 743-757 - Mitra Nikimaleki, Mehrak Rahimi:
Effects of a collaborative AR-enhanced learning environment on learning gains and technology implementation beliefs: Evidence from a graduate teacher training course. 758-769 - Michael Eric Stevenson, Jennifer W. M. Lai, Matt Bower:
Investigating the pedagogies of screen-sharing in contemporary learning environments - A mixed methods analysis. 770-783 - Dan Ye, Svoboda Pennisi:
Analysing interactions in online discussions through social network analysis. 784-796
- Jorge Bacca-Acosta, Ramón Fabregat, Silvia Baldiris, Kinshuk, Juan Guevara:
Determinants of student performance with mobile-based assessment systems for English as a foreign language courses. 797-810
- Lin Guo:
Using metacognitive prompts to enhance self-regulated learning and learning outcomes: A meta-analysis of experimental studies in computer-based learning environments. 811-832
- Johannes von Hoyer, Joachim Kimmerle, Peter Holtz:
Acquisition of false certainty: Learners increase their confidence in the correctness of incorrect answers after online information search. 833-844 - Yang Cao, Shao-Ying Gong, Zhen Wang, Yang Cheng, Yan-Qing Wang:
More challenging or more achievable? The impacts of difficulty and dominant goal orientation in leaderboards within educational gamification. 845-860 - Gordon O. Ade-Ojo, Marianne Markowski, Ryan Essex, Marlon Stiell, Jill Jameson:
A systematic scoping review and textual narrative synthesis of physical and mixed-reality simulation in pre-service teacher training. 861-874 - Alejandra J. Magana, Jisoo Hwang, Shi Feng, N. Sanjay Rebello, Tianlong Zu, Dominic Kao:
Emotional and cognitive effects of learning with computer simulations and computer videogames. 875-891 - Jon-Chao Hong, Kai-Hsin Tai, Wan-Lun Luo, Yung-Ji Sher, Yi-Wen Kao:
Comparing the Taiwanese learning effects of Shaking-On and Kahoot! 892-905
Volume 38, Number 4, August 2022
- Feng-Kuang Chiang, Dan Zhu, Wenhao Yu:
A systematic review of academic dishonesty in online learning environments. 907-928 - Ying Cai, Zilong Pan, Min Liu:
Augmented reality technology in language learning: A meta-analysis. 929-945 - Hao Lei, Chenxin Wang, Ming Ming Chiu, Shuangye Chen:
Do educational games affect students' achievement emotions? Evidence from a meta-analysis. 946-959 - Yanyan Sun, Zhenping Yan, Bian Wu:
How differently designed guidance influences simulation-based inquiry learning in science education: A systematic review. 960-976 - Anna-Sophia Dersch, Alexander Renkl, Alexander Eitel:
Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning. 977-992
- Renée S. Jansen, Anouschka van Leeuwen, Jeroen Janssen, Liesbeth Kester:
Exploring the link between self-regulated learning and learner behaviour in a massive open online course. 993-1004 - Serpil Yorganci:
The interactive e-book and video feedback in a multimedia learning environment: Influence on performance, cognitive, and motivational outcomes. 1005-1017 - Burak Sisman, Sevda Kucuk, Neslihan Ozcan:
Collaborative behavioural patterns of elementary school students working on a robotics project. 1018-1032 - Qi Xu, Hongying Peng:
Exploring learner motivation and mobile-assisted peer feedback in a business English speaking course. 1033-1045 - Rien Maertens, Charlotte Van Petegem, Niko Strijbol, Toon Baeyens, Arne Carla Jacobs, Peter Dawyndt, Bart Mesuere:
Dolos: Language-agnostic plagiarism detection in source code. 1046-1061 - Enrico Gandolfi:
Playing is just the beginning: Social learning dynamics in game communities of inquiry. 1062-1076 - Geoffrey T. LaFlair, Thomas Langenfeld, Basim Baig, André Kenji Horie, Yigal Attali, Alina A. von Davier:
Digital-first assessments: A security framework. 1077-1086 - Ellen M. Kok, Olle Hormann, Jeroen Rou, Evi van Saase, Marieke E. van der Schaaf, Liesbeth Kester, Tamara van Gog:
Re-viewing performance: Showing eye-tracking data as feedback to improve performance monitoring in a complex visual task. 1087-1101 - Yuan-Hsuan Lee:
Beyond online search strategies: The effects of internet epistemic beliefs and different note-taking formats on online multiple document reading comprehension. 1102-1114 - Insook Han, Hyoung Seok Shin, Yujung Ko, Won Sug Shin:
Immersive virtual reality for increasing presence and empathy. 1115-1126 - Guido Makransky, Sara Klingenberg:
Virtual reality enhances safety training in the maritime industry: An organizational training experiment with a non-WEIRD sample. 1127-1140 - Juliane Richter, Andreas Lachner, Leonie Jacob, Friederike Bilgenroth, Katharina Scheiter:
Self-concept but not prior knowledge moderates effects of different implementations of computer-assisted inquiry learning activities on students' learning. 1141-1159 - Anna-Lisa Max, Sarah Lukas, Holger Weitzel:
The relationship between self-assessment and performance in learning TPACK: Are self-assessments a good way to support preservice teachers' learning? 1160-1172 - Xuemei Bai, Xiaoqing Gu:
Effect of teacher autonomy support on the online self-regulated learning of students during COVID-19 in China: The chain mediating effect of parental autonomy support and students' self-efficacy. 1173-1184 - José Manuel García-Vandewalle García, Marina García-Carmona, Juan Manuel Trujillo-Torres, Pablo Moya-Fernández:
The integration of emerging technologies in socioeconomically disadvantaged educational contexts. The view of international experts. 1185-1197
Volume 38, Number 5, October 2022
- Maria Ranieri, Damiana Luzzi, Stefano Cuomo, Isabella Bruni:
If and how do 360° videos fit into education settings? Results from a scoping review of empirical research. 1199-1219 - Ahmet Oguz Akturk:
Thirty-five years of the Journal of Computer Assisted Learning: A bibliometric overview. 1220-1253 - Shuqin Li, Weihua Wang:
Effect of blended learning on student performance in K-12 settings: A meta-analysis. 1254-1272 - Rui Li:
Effects of blended language learning on EFL learners' language performance: An activity theory approach. 1273-1285 - Hanneke Theelen, Dave H. J. van Breukelen:
The didactic and pedagogical design of e-learning in higher education: A systematic literature review. 1286-1303 - Stoo Sepp, Mona Wong, Vincent Hoogerheide, Juan Cristobal Castro-Alonso:
Shifting online: 12 tips for online teaching derived from contemporary educational psychology research. 1304-1320
- Anat Cohen, Tal Soffer, Michael Henderson:
Students' use of technology and their perceptions of its usefulness in higher education: International comparison. 1321-1331 - Liwei Niu, Xinghua Wang, Matthew P. Wallace, Hui Pang, Yanping Xu:
Digital learning of English as a foreign language among university students: How are approaches to learning linked to digital competence and technostress? 1332-1346 - Sophia Huey Shan Tan, Guillaume Thibault, Anna Chia Yin Chew, Preman Rajalingam:
Enabling open-ended questions in team-based learning using automated marking: Impact on student achievement, learning and engagement. 1347-1359 - Hai Min Dai, Timothy Teo, Natasha Anne Rappa:
The role of gender and employment status in MOOC learning: An exploratory study. 1360-1370 - Arooj Arshad, Saima Ghazal, Noshina Saleem, Mian Ahmad Hanan, Muhammad Haseeb Arshad:
Revisiting media literacy measurement: Development and validation of 3-factor media literacy scale. 1371-1378 - Shen Qiao, Samuel Kai Wah Chu, Xiaoai Shen, Susanna Siu-sze Yeung:
The impact of an online gamified approach embedded with self-regulated learning support on students' reading performance and intrinsic motivation: A randomized controlled trial. 1379-1393 - Jill Porter:
Evaluating performance on a bespoke maths game with children with Down syndrome. 1394-1407 - Son T. H. Pham, Pauline M. Sampson:
The development of artificial intelligence in education: A review in context. 1408-1421 - Ruixue Liu, Lei Wang, Tiffany A. Koszalka, Kun Wan:
Effects of immersive virtual reality classrooms on students' academic achievement, motivation and cognitive load in science lessons. 1422-1433 - Michael Flor, Jessica Andrews-Todd:
Towards automatic annotation of collaborative problem-solving skills in technology-enhanced environments. 1434-1447 - Jie-Chi Yang, Wen-Chi Kuo:
A mobile game-based app to facilitate learners' motivation and achievement in learning Chinese reading activities: An individual differences perspective. 1448-1464 - Maria Joanna Veugen, Judith T. M. Gulikers, Perry den Brok:
Secondary school teachers' use of online formative assessment during COVID-19 lockdown: Experiences and lessons learned. 1465-1481 - Alex Duncan, David A. Joyner:
On the necessity (or lack thereof) of digital proctoring: Drawbacks, perceptions, and alternatives. 1482-1496 - Tim van Marlen, Margot van Wermeskerken, Halszka Jarodzka, Maartje E. J. Raijmakers, Tamara van Gog:
Looking through Sherlock's eyes: Effects of eye movement modelling examples with and without verbal explanations on deductive reasoning. 1497-1506
Volume 38, Number 6, December 2022
REVIEW ARTICLE
- Isabel Hilliger, José A. Ruipérez Valiente, Giora Alexandron, Dragan Gasevic:
Trustworthy remote assessments: A typology of pedagogical and technological strategies. 1507-1520
- Rianne Conijn, Ad Kleingeld, Uwe Matzat, Chris Snijders:
The fear of big brother: The potential negative side-effects of proctored exams. 1521-1534 - Ence Surahman, Tzu-Hua Wang:
Academic dishonesty and trustworthy assessment in online learning: A systematic literature review. 1535-1553 - Smadar Patael, Julia Shamir, Tal Soffer, Eynat Livne, Haya Fogel-Grinvald, Liat Kishon-Rabin:
Remote proctoring: Lessons learned from the COVID-19 pandemic effect on the large scale on-line assessment at Tel Aviv University. 1554-1573 - Daniel Alberto Jaramillo-Morillo, José A. Ruipérez Valiente, Claudia Patricia Burbano Astaiza, Mario Solarte, Gustavo-Adolfo Ramírez-González, Giora Alexandron:
Evaluating a learning analytics dashboard to detect dishonest behaviours: A case study in small private online courses with academic recognition. 1574-1588 - Mohammad Khalil, Paul Prinsloo, Sharon Slade:
In the nexus of integrity and surveillance: Proctoring (re)considered. 1589-1602 - Keith L. Adkins, David A. Joyner:
Scaling anti-plagiarism efforts to meet the needs of large online computer science classes: Challenges, solutions, and recommendations. 1603-1619
- Jiachu Ye, Xiaoyan Lai, Gary Ka Wai Wong:
The transfer effects of computational thinking: A systematic review with meta-analysis and qualitative synthesis. 1620-1638 - Ling Zhang, Richard Allen Carter Jr., James D. Basham, Sohyun Yang:
Integrating instructional designs of personalized learning through the lens of universal design for learning. 1639-1656
- Géraldine Heilporn, Sawsen Lakhal, Marilou Bélisle:
Examining effects of instructional strategies on student engagement in blended online courses. 1657-1673 - Youn Gu Kang, Hae-Deok Song, Hyejoo Yun, Yunseong Jo:
The effect of virtual reality media characteristics on flow and learning transfer in job training: The moderating effect of presence. 1674-1685 - Siv-Elisabeth Skjelbred, Stephan Daus:
Satisfaction is insufficient: Insights from a randomized, controlled trial of a marketing simulation game. 1686-1702