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Interactive Learning Environments, Volume 26
Volume 26, Number 1, 2018
- Pericles 'Asher' Rospigliosi
:
Why do I care about interactive learning environments? 1-2
- Vanda Santos
Web geometry laboratory: case studies in Portugal and Serbia. 3-21 - Irene Efstathiou, Eleni A. Kyza
An inquiry-based augmented reality mobile learning approach to fostering primary school students' historical reasoning in non-formal settings. 22-41 - Hector R. Ponce
Interactive highlighting for just-in-time formative assessment during whole-class instruction: effects on vocabulary learning and reading comprehension. 42-60 - Madeline M. Crocitto, Lynn D. Walsh, Albert Murphy, Maureen A. Keefe:
Diversity as a natural occurrence: an enrichment strategy of peer learning. 61-74 - Amine Hatun Atas
A question-answer system for mobile devices in lecture-based instruction: a qualitative analysis of student engagement and learning. 75-90 - Ting-Chia Hsu:
Behavioural sequential analysis of using an instant response application to enhance peer interactions in a flipped classroom. 91-105 - Hui-Chuan Li
An examination of the roles of the teacher and students during a problem-based learning intervention: lessons learned from a study in a Taiwanese primary mathematics classroom. 106-117 - Han-Yu Sung, Gwo-Jen Hwang:
Facilitating effective digital game-based learning behaviors and learning performances of students based on a collaborative knowledge construction strategy. 118-134 - Jorge Arenas-Gaitán
Modelling the success of learning management systems: application of latent class segmentation using FIMIX-PLS. 135-147
Volume 26, Number 2, 2018
- Sue Greener:
Methodological choices for research into interactive learning. 149-150
- Piotr Leszczynski
Multimedia and interactivity in distance learning of resuscitation guidelines: a randomised controlled trial. 151-162 - Chwee Beng Lee:
Initial development of the Meaningful Learning with Technology Scale (MeLTS) for high-school students. 163-174 - Iñaki Etaio
Cross-curricular skills development in final-year dissertation by active and collaborative methodologies. 175-188 - Peijian Paul Sun
Understanding collaborative language learning in novice-level foreign language classrooms: perceptions of teachers and students. 189-205 - Anna Mavroudi, Michail N. Giannakos, John Krogstie
Supporting adaptive learning pathways through the use of learning analytics: developments, challenges and future opportunities. 206-220 - Po-Han Wu, Gwo-Jen Hwang, Mei-Ling Yang, Chih-Hung Chen
Impacts of integrating the repertory grid into an augmented reality-based learning design on students' learning achievements, cognitive load and degree of satisfaction. 221-234 - Ching-Huei Chen, Victor Law, Wei-Yu Chen:
The effects of peer competition-based science learning game on secondary students' performance, achievement goals, and perceived ability. 235-244 - Xianmin Yang, Shuqiang Song, Xinshuo Zhao, Shengquan Yu
Understanding user behavioral patterns in open knowledge communities. 245-255 - Timothy Teo
The role of attachment in Facebook usage: a study of Canadian college students. 256-272 - Jianxia Du, Chuang Wang
Group trust, communication media, and interactivity: toward an integrated model of online collaborative learning. 273-286
Volume 26, Number 3, 2018
- Sue Greener:
Stop daydreaming, pay attention. 287-288
- Seungyup Lee, Jongsoo Baek
Effects of using a second-screen application on attention, learning, and user experience in an educational content. 289-307 - Martin Rehm
Does a formal wiki event contribute to the formation of a network of practice? A social capital perspective on the potential for informal learning. 308-319 - Seiji Isotani
A DGS gesture dictionary for modelling on mobile devices. 320-336 - Ayse Bagriacik Yilmaz
Development and validation of perceptions of online interaction scale. 337-354 - Martín Cáceres, Miguel Nussbaum
Building arguments: key to collaborative scaffolding. 355-371 - Kuo-Lun Hsiao, Tien-Chi Huang
Understanding the behavioral intention to play Austronesian learning games: from the perspectives of learning outcome, service quality, and hedonic value. 372-385 - Varvara Garneli, Konstantinos Chorianopoulos
Programming video games and simulations in science education: exploring computational thinking through code analysis. 386-401 - Murat Tezer
The impact of using mobile-supported learning management systems in teaching web design on the academic success of students and their opinions on the course. 402-410 - Sheng-Yuan Wang, Shao-Chen Chang, Gwo-Jen Hwang, Pei-Ying Chen:
A microworld-based role-playing game development approach to engaging students in interactive, enjoyable, and effective mathematics learning. 411-423
Volume 26, Number 4, 2018
- Sue Greener:
Reframing innovative teaching. 425-426
- Chih-Ming Chen
Effects of online synchronous instruction with an attention monitoring and alarm mechanism on sustained attention and learning performance. 427-443 - Kai-Yi Chin
Using an interactive ubiquitous learning system to enhance authentic learning experiences in a cultural heritage course. 444-459 - Timothy Teo
Explicating the influences that explain intention to use technology among English teachers in China. 460-475 - Olle Bälter
Keystroke-level analysis to estimate time to process pages in online learning environments. 476-485 - Hajar Ghaem Sigarchian, Sara Logghe, Ruben Verborgh
Hybrid e-TextBooks as comprehensive interactive learning environments. 486-505 - Travis K. Huang
How to lessen the effects of user resistance on the adoption of an e-learning environment: screenshot annotation on Flickr. 506-524 - Ester Aflalo, Lizet Zana, Tehila Huri:
The interactive whiteboard in primary school science and interaction. 525-538 - Wim Westera
Simulating serious games: a discrete-time computational model based on cognitive flow theory. 539-552 - Xiaoming Zhu, Bo Sun, Yanlin Luo
Interactive learning system "VisMis" for scientific visualization course. 553-565
- Call for Papers. 566
Volume 26, Number 5, 2018
- Sue Greener:
Research limitations: the need for honesty and common sense. 567-568
- Yuan-Hsuan Lee
Scripting to enhance university students' critical thinking in flipped learning: implications of the delayed effect on science reading literacy. 569-582 - Wenyeh Huang, Jonathan C. Ho
Improving moral reasoning among college students: a game-based learning approach. 583-596 - Youhyun Shin
Improving the integrated experience of in-class activities and fine-grained data collection for analysis in a blended learning class. 597-612 - Therese Gunn
The use of virtual reality simulation to improve technical skill in the undergraduate medical imaging student. 613-620 - Noga Magen-Nagar, Miri Shonfeld
The impact of an online collaborative learning program on students' attitude towards technology. 621-637 - Bahadir Namdar
Knowledge organization through multiple representations in a computer-supported collaborative learning environment. 638-653 - Erdem Çekmez
An example of the use of dynamic mathematics software to create problem-solving environments that serve multiple purposes. 654-663 - Chia-Chen Chen, Chien-Yi Chen:
Exploring the effect of learning styles on learning achievement in a u-Museum. 664-681 - Betul Sekendiz
Utilisation of formative peer-assessment in distance online education: a case study of a multi-model sport management unit. 682-694 - Yu-Hsuan Chen, Chang-Hwa Wang
Learner presence, perception, and learning achievements in augmented-reality-mediated learning environments. 695-708
- Special issue: the innovative use of crowdsourcing in education. 709-711
- Special Issue on Educational Big Data and Learning Analytics. 712-715
Volume 26, Number 6, 2018
- Sue Greener:
Student disengagement: is technology the problem or the solution? 716-717
- Andrew Lu, Sandra Chan, Yiyu Cai, Lihui Huang, Zin Tun Nay, Sui Lin Goei
Learning through VR gaming with virtual pink dolphins for children with ASD. 718-729 - Wei-Wen Chen, Ching-Chen Chen, Chia-Liang Dai
Is the incremental theory of intelligence a key to students' motivational engagement? The moderating effects of self-enhancement and self-criticism. 730-744 - Hans G. K. Hummel, Elizabeth A. Boyle
Game-based career learning support for youth: effects of playing the Youth@Work game on career adaptability. 745-759 - Oliver Schneider
A concept to simplify authoring of adaptive hypermedia eLearning structures. 760-775 - Aras Bozkurt
Participatory learning culture and community formation in connectivist MOOCs. 776-788 - Sheng-Shiang Tseng
Integrating reciprocal teaching in an online environment with an annotation feature to enhance low-achieving students' English reading comprehension. 789-802 - Feng-Kuang Chiang
A Pilot study to assess the impacts of game-based construction learning, using scratch, on students' multi-step equation-solving performance. 803-814 - Chia-Wen Tsai
Exploring the effects of web-mediated socially-shared regulation of learning and experience-based learning on improving students' learning. 815-826 - Chan Chang-Tik
Impact of learning styles on the community of inquiry presences in multi-disciplinary blended learning environments. 827-838 - Kyungbin Kwon
Inquiry learning behaviors captured through screencasts in problem-based learning. 839-855
Volume 26, Number 7, 2018
- Sue Greener:
The knowing-doing gap in learning with technology. 856-857
- Richard Walker
The rhetoric and reality of technology-enhanced learning developments in UK higher education: reflections on recent UCISA research findings (2012-2016). 858-868 - Hsien-Sheng Hsiao, Jyun-Chen Chen, Chien-Yu Lin, Wen-Nong Chen:
The influence of a gesture-based learning approach on preschoolers' learning performance, motor skills, and motion behaviors. 869-881 - Irene Rubino
Exploring the values of writing collaboratively through a digital storytelling platform: a mixed-methods analysis of users' participation, perspectives and practices. 882-894 - Irene Esteban-Millat, Francisco José Martínez-López, Maria Pujol-Jover
An extension of the technology acceptance model for online learning environments. 895-910 - Magdalena Cantabella
Analysis and evaluation of lecturers' activity in Learning Management Systems: Subjective and objective perceptions. 911-923 - Betul Ozaydin Ozkara
Participation in online courses from the students' perspective. 924-942 - Yi-Hsuan Wang
Interactive response system (IRS) for college students: individual versus cooperative learning. 943-957 - Na Zhao
Examining student learning and perceptions in social annotation-based translation activities. 958-969 - Gwo-Dong Chen, Chih-Kai Chang
Development and evaluation of a novel e-book interface for scaffolding thinking context to learn from writing examples. 970-988
Volume 26, Number 8, 2018
- Pericles 'Asher' Rospigliosi
Learning about learning: how demonstrating a willingness and ability to learn may be key. 989-990
- Thouraya Daouas
Emotions recognition in an intelligent elearning environment. 991-1009 - Zhumagul Nurakun Kyzy, Rita Ismailova
Learning management system implementation: a case study in the Kyrgyz Republic. 1010-1022 - Zhong Sun
Detecting the correlation between mobile learning behavior and personal characteristics among elementary school students. 1023-1038 - Su Cai, Gaoxia Zhu
A case study of gesture-based games in enhancing the fine motor skills and recognition of children with autism. 1039-1052 - Han-Yu Sung, Gwo-Jen Hwang, Po-Han Wu, Dai-Chi Lin:
Facilitating deep-strategy behaviors and positive learning performances in science inquiry activities with a 3D experiential gaming approach. 1053-1073 - Cheng-Hsuan Li
The validity of computerized visual motor integration assessment using Chinese basic strokes. 1074-1089 - Hafed Zarzour
Effects of a linked data-based annotation approach on students' learning achievement and cognitive load. 1090-1099 - Jyh-Yih Hsu
Understanding MOOC continuance: An empirical examination of social support theory. 1100-1118
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