Computers & Education
October 2019 Volume 139, Number 1
Table of Contents
Number of articles: 14
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Learning to be better at the game: Performance vs. completion contingent reward for game-based learning
Juneyoung Park, Seunghyun Kim, Auk Kim & Mun Y. Yi
The difficulty of designing intrinsically integrated game-based learning systems has led to alternative design strategies based on extrinsic integration. This study extends prior work on extrinsic ... More
pp. 1-15
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The Teacher Responding Tool: Scaffolding the teacher practice of responding to student ideas in mathematics classrooms
James P. Bywater, Jennifer L. Chiu, James Hong & Vidhya Sankaranarayanan
Research in teacher education highlights the importance of responding to student ideas. However, effectively noticing, interpreting, and then responding to students' mathematical ideas can be quite... More
pp. 16-30
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Adaptive multimedia: Using gaze-contingent instructional guidance to provide personalized processing support
Katharina Scheiter, Carina Schubert & Anne Schüler, Leibniz-Institut für Wissensmedien, Germany; Holger Schmidt & Gottfried Zimmermann, Media University Stuttgart, Germany; Benjamin Wassermann, University of Tübingen, Germany; Marie-Christin Krebs & Thérése Eder, Leibniz-Institut für Wissensmedien, Germany
The goal of the study was to develop an adaptive, gaze-contingent learning environment that would support learners in their information-processing behavior when learning from illustrated texts. To ... More
pp. 31-47
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Enhancing creativity through aesthetics-integrated computer-based training: The effectiveness of a FACE approach and exploration of moderators
Yu-chu Yeh, Elisa Marie Rega & Szu-Yu Chen, Institute of Teacher Education, Taiwan
The majority of creativity enrichment research has focused on creative skills pertaining to originality which is assessed by divergent thinking tests. This study aimed to explore a new-paradigm for... More
pp. 48-64
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Diving into the particle model: Examining the affordances of a single user participatory simulation
Elon Langbeheim, Department of Science Teaching, Israel; Sharona T. Levy, Department of Learning Instruction & Teacher Education, Israel
What does participating as an entity in a simulation of a complex system contribute to learning? We compare the learning gains of eighth-grade students in a U.S. public school who used a Single... More
pp. 65-80
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Fostering both extensive and intensive threaded discourse—Discussion thread development and class size
Mingzhu Qiu
This study aims to explore asynchronous discussion thread initiation and development in length of different class sizes based on analyses of 25 graduate-level courses and 22 interviews. It also... More
pp. 81-101
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Mobile virtual reality for musical genre learning in primary education
Edoardo Degli Innocenti, Dept. of Information Engineering, Italy; Michele Geronazzo, Dept. of Architecture, Denmark; Diego Vescovi, Dept. of Information Engineering, Italy; Rolf Nordahl & Stefania Serafin, Dept. of Architecture, Denmark; Luca Andrea Ludovico & Federico Avanzini, Dept. of Computer Science, Italy
Mobile virtual reality (VR) is increasingly becoming popular and accessible to everyone that holds a smartphone. In particular, digital didactics can take advantage of natural interaction and... More
pp. 102-117
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Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge
Rianne A.M. Bouwmeester, Center for Education and Training; Renske A.M. de Kleijn, Centre for Teaching and Learning; Inge E.T. van den Berg, Department of Genetics; Olle Th.J. ten Cate, Center for Research and Development of Education; Harold V.M. van Rijen, Center for Education and Training; Hendrika E. Westerveld, Department of Internal Medicine
Engagement with homework assignments is important to be able to actively process content during in-class activities in flipped classroom education. Active engagement with the content is assumed to ... More
pp. 118-128
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Enhancing metacognitive awareness of undergraduates through using an e-educational video environment
Serhat Altıok, Department of Computer Education and Instructional Technologies at Kırıkkale University, Turkey; Zeynep Başer, Department of Western Languages and Literatures at Kırıkkale University, Turkey; Erman Yükseltürk, Department of Computer Education and Instructional Technologies at Kırıkkale University, Turkey
Video portfolios provide students with opportunities of self-monitoring, evaluating and reflecting on their own performance, and receiving feedback from others such as their peers and teachers.... More
pp. 129-145
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A meta-analysis of media literacy interventions for deviant behaviors
Xiaochun Xie & Xiaosong Gai, School of Psychology, China; Yong Zhou, School of Journalism and Communication, China
The present meta-analysis tested the effects of media literacy interventions on deviant behaviors, such as alcohol, smoking, body dissatisfaction, and eating disorders. A thorough literature search... More
pp. 146-156
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Integrating academic type of social media activity with perceived academic performance: A role of task-related and non-task-related compulsive Internet use
Ching-Ter Chang & Chang-Shu Tu, Department of Information Management, Taiwan; Jeyhun Hajiyev, National Taiwan University of Science and Technology, Taiwan
The use of social media and compulsive Internet use among university students has become debatable concern due to both positive and negative effects on academic performance. Yet, little is known... More
pp. 157-172
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More confusion and frustration, better learning: The impact of erroneous examples
J. Elizabeth Richey, Carnegie Mellon University, United States; Juan Miguel L. Andres-Bray, University of Pennsylvania, United States; Michael Mogessie, Carnegie Mellon University, United States; Richard Scruggs & Juliana M.A.L. Andres, University of Pennsylvania, United States; Jon R. Star, Harvard University, United States; Ryan S. Baker, University of Pennsylvania, United States; Bruce M. McLaren, Carnegie Mellon University, United States
Prior research suggests students can sometimes learn more effectively by explaining and correcting example problems that have been solved incorrectly, compared to problem-solving practice or... More
pp. 173-190
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Student positions and web-based argumentation with the support of the six thinking hats
Yu-Ren Lin
The present study defined four types of stances/positions in students' argumentation regarding socio-scientific issues (SSIs): affirmative (A), oppositional (O), multiple (M), and non-committal (N)... More
pp. 191-206
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Effects of ASQ-based flipped learning on nurse practitioner learners' nursing skills, learning achievement and learning perceptions
Hui-Chen Lin, Graduate Institute of Applied Science and Technology, Taiwan; Gwo-Jen Hwang, Graduate Institute of Digital Learning and Education, Taiwan; Yaw-Don Hsu, Department of Neurology, Taiwan
Training and examining healthcare practitioners' nursing skills by situating them in a contextualized environment to interact with trained simulated patients and making required decisions based on ... More
pp. 207-221