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Computers & Education, Volume 80
Volume 80, January 2015
- Orly Lahav, David W. Schloerb, Mandayam A. Srinivasan:
Rehabilitation program integrating virtual environment to improve orientation and mobility skills for people who are blind. 1-14 - Péricles Sobreira, Pierre Tchounikine:
Table-based representations can be used to offer easy-to-use, flexible, and adaptable learning scenario editors. 15-27 - Khaled M. Alraimi
, Hangjung Zo
Understanding the MOOCs continuance: The role of openness and reputation. 28-38 - Vimala Balakrishnan
Fun learning with Edooware - A social media enabled tool. 39-47 - Matthew Kearney
Investigating teachers' adoption of signature mobile pedagogies. 48-57 - Valerie J. Shute, Matthew Ventura, Fengfeng Ke
The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills. 58-67 - Jacques Wainer
The association between having access to computers and Internet and educational achievement for primary students in Brazil. 68-76 - Anoush Margaryan
Instructional quality of Massive Open Online Courses (MOOCs). 77-83 - Thomas E. Webster
Doing what works: A grounded theory case study of technology use by teachers of English at a Korean university. 84-94 - Travis K. Huang:
Exploring the antecedents of screenshot-based interactions in the context of advanced computer software learning. 95-107 - Chih-Ming Chen
Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. 108-121 - Ning Ding
Using Epistemic Synchronization Index (ESI) to measure students' knowledge elaboration process in CSCL. 122-131 - José Antonio González-Martínez, Miguel L. Bote-Lorenzo
Cloud computing and education: A state-of-the-art survey. 132-151 - Michael D. Hanus, Jesse Fox:
Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. 152-161 - J. Patrick Biddix
The hybrid shift: Evidencing a student-driven restructuring of the college classroom. 162-175 - Paula Fariña, Ernesto San Martín
Measuring the relation between computer use and reading literacy in the presence of endogeneity. 176-186 - Chun-Yen Tsai
The effect of online argumentation upon students' pseudoscientific beliefs. 187-197 - Ronny Scherer
The Big-Fish-Little-Pond-Effect revisited: Do different types of assessments matter? 198-210 - Chei-Chang Chiou, Li-Chu Tien, Li-Tze Lee
Effects on learning of multimedia animation combined with multidimensional concept maps. 211-223 - Katherine Howland
Learning to communicate computationally with Flip: A bi-modal programming language for game creation. 224-240
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