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Computers & Education, Volume 87
Volume 87, September 2015
- Caroline F. Timmers, Amber Walraven
, Bernard P. Veldkamp
The effect of regulation feedback in a computer-based formative assessment on information problem solving. 1-9 - Rivka Taub, Michal Armoni, Esther Bagno, Mordechai Ben-Ari:
The effect of computer science on physics learning in a computational science environment. 10-23 - Andrea Gauthier
Exploring the influence of game design on learning and voluntary use in an online vascular anatomy study aid. 24-34 - Nergiz Ercil Cagiltay
The effect of competition on learning in games. 35-41 - Juan-Fernando Martín-SanJosé
The effects of computer-based games and collaboration in large groups vs. collaboration in pairs or traditional methods. 42-54 - Koen Aesaert, Daniël van Nijlen, Ruben Vanderlinde
The contribution of pupil, classroom and school level characteristics to primary school pupils' ICT competences: A performance-based approach. 55-69 - Mar Pérez-Sanagustín
Lessons learned from the design of situated learning environments to support collaborative knowledge construction. 70-82 - Nick Deschacht, Katie Goeman
The effect of blended learning on course persistence and performance of adult learners: A difference-in-differences analysis. 83-89 - Jesper Aagaard
Drawn to distraction: A qualitative study of off-task use of educational technology. 90-97 - Marija Cubric
The benefits and challenges of large-scale deployment of electronic voting systems: University student views from across different subject groups. 98-111 - Jill P. Brown
Complexities of digital technology use and the teaching and learning of function. 112-122 - Gökhan Akçapinar
How automated feedback through text mining changes plagiaristic behavior in online assignments. 123-130 - Sara Price
The role of iPads in pre-school children's mark making development. 131-141 - Iris Reychav
Understanding mobile technology-fit behaviors outside the classroom. 142-150 - Mingzhu Qiu
Influence of group configuration on online discourse reading. 151-165 - Maira B. Carvalho
An activity theory-based model for serious games analysis and conceptual design. 166-181 - Borja Manero
Can educational video games increase high school students' interest in theatre? 182-191 - Kutay Güler
Social media-based learning in the design studio: A comparative study. 192-203 - Srecko Joksimovic
Learning at distance: Effects of interaction traces on academic achievement. 204-217 - James R. Brinson:
Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. 218-237 - Casper J. Albers
A critique to Akdemir and Oguz (2008): Methodological and statistical issues to consider when conducting educational experiments. 238-242 - Yueh-Min Huang, Po-Sheng Chiu
The effectiveness of the meaningful learning-based evaluation for different achieving students in a ubiquitous learning context. 243-253 - María-Dolores Cano
On the use of a multimedia platform for music education with handicapped children: A case study. 254-276 - Kenton F. Machina, Anu A. Gokhale:
Interventions for increasing male and female undergraduate interest in information technology. 277-284 - Claire Wladis
Which STEM majors enroll in online courses, and why should we care? The impact of ethnicity, gender, and non-traditional student characteristics. 285-308 - Stergios Tegos
Promoting academically productive talk with conversational agent interventions in collaborative learning settings. 309-325 - Pei-Lan Lei, Chuen-Tsai Sun, Sunny S. J. Lin
Effect of metacognitive strategies and verbal-imagery cognitive style on biology-based video search and learning performance. 326-339 - Yoon Jeon Kim, Valerie J. Shute:
The interplay of game elements with psychometric qualities, learning, and enjoyment in game-based assessment. 340-356 - Chih-Ming Chang, Yin-Lan Chen, Yun-yin Huang, Chien Chou
Why do they become potential cyber-plagiarizers? Exploring the alternative thinking of copy-and-paste youth in Taiwan. 357-367 - Yanru Guo
The effectiveness and acceptance of an affective information literacy tutorial. 368-384 - Abdullah Noorhidawati
How do young children engage with mobile apps? Cognitive, psychomotor, and affective perspective. 385-395 - Alejandro Calderón
A systematic literature review on serious games evaluation: An application to software project management. 396-422 - Yunusa Olufadi
Gravitating towards mobile phone (GoToMP) during lecture periods by students: Why are they using it? and how can it be measured? 423-436
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