Computers & Education, Volume 52

Volume 52, Number 1, January 2009

• Marina Papastergiou:
  Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation. 1-12
  
• Hsin-chou Huang, Chiou-lan Chern, Chih-Cheng Lin:
  EFL learners' use of online reading strategies and comprehension of texts: An exploratory study. 13-26
  
• Marco Lazzari:
  Creative use of podcasting in higher education and its effect on competitive agency. 27-34
  
• Teresa Martín-Blas, Ana Serrano-Fernández:
  The role of new technologies in the learning process: Moodle as a teaching tool in Physics. 35-44
  
• Maria Limniou, Nikos Papadopoulos, Christopher Whitehead:
  Integration of simulation into pre-laboratory chemical course: Computer cluster versus WebCT. 45-52
  
• Yueh-Min Huang, Yen-Ting Lin, Shu-Chen Cheng:
  An adaptive testing system for supporting versatile educational assessment. 53-67
  
• Hakan Tüzün, Meryem Yilmaz-Soylu, Türkan Karakus, Yavuz Inal, Gonca Kizilkaya:
  The effects of computer games on primary school students' achievement and motivation in geography learning. 68-77
  
• Stefan Hrastinski:
  A theory of online learning as online participation. 78-82
  
• Christina Hadjithoma, Yiasemina Karagiorgi:
  The use of ICT in primary schools within emerging communities of implementation. 83-91
  
• R. S. Shaw, Charlie C. Chen, Albert L. Harris, Hui-Jou Huang:
  The impact of information richness on information security awareness training effectiveness. 92-100
  
• Fong-Ling Fu, Rong-Chang Su, Sheng-Chin Yu:
  EGameFlow: A scale to measure learners' enjoyment of e-learning games. 101-112
  
• Fleur Ruth Prinsen, Monique Volman, Jan Terwel, P. van den Eeden:
  Effects on participation of an experimental CSCL-programme to support elaboration: Do all students benefit? 113-125
  
• Carlos Alberto Jara, Francisco A. Candelas Herías, Fernando Torres, Sebastián Dormido, Francisco Esquembre, Óscar Reinoso:
  Real-time collaboration of virtual laboratories through the Internet. 126-140
  
• Melissa Cole:
  Using Wiki technology to support student engagement: Lessons from the trenches. 141-146
  
• Miguel Nussbaum, Claudio Alvarez, Angela McFarlane, Florencia Gómez, Susana Claro, Darinka Radovic:
  Technology as small group face-to-face Collaborative Scaffolding. 147-153
  
• Charoula Angeli, Nicos Valanides:
  Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). 154-168
  
• Äli Leijen, Ineke Lam, Liesbeth Wildschut, P. Robert-Jan Simons, Wilfried Admiraal:
  Streaming video to enhance students' reflection in dance education. 169-176
  
• Rodolphe Buda:
  Learning-testing process in classroom: An empirical simulation model. 177-187
  
• Mark Madden, Paul W. H. Chung, Christian W. Dawson:
  Cartoons beyond clipart: A computer tool for storyboarding and storywriting. 188-200
  
• Glenn Gordon Smith, Helen Gerretson, Sinan Olkun, Yuan Yuan, James Dogbey, Aliye Erdem:
  Stills, not full motion, for interactive spatial training: American, Turkish and Taiwanese female pre-service teachers learn spatial visualization. 201-209
  
• Shahron Williams van Rooij:
  Scaffolding project-based learning with the project management body of knowledge (PMBOK^®). 210-219
  
• Andrea De Lucia, Rita Francese, Ignazio Passero, Genoveffa Tortora:
  Development and evaluation of a virtual campus on Second Life: The case of SecondDMI. 220-233
  
• Amber Walraven, Saskia Brand-Gruwel, Henny P. A. Boshuizen:
  How students evaluate information and sources when searching the World Wide Web for information. 234-246
  
• Syh-Jong Jang:
  Exploration of secondary students' creativity by integrating web-based technology into an innovative science curriculum. 247-255
  
• Chih-Ming Chen, Ming-Chuan Chen:
  Mobile formative assessment tool based on data mining techniques for supporting web-based learning. 256-273
  

Volume 52, Number 2, February 2009

• Siu Cheung Kong, Kai Ming Li:
  Collaboration between school and parents to foster information literacy: Learning in the information society. 275-282
  
• Nian-Shing Chen, Chun-Wang Wei, Kuen-Ting Wu, Lorna Uden:
  Effects of high level prompts and peer assessment on online learners' reflection levels. 283-291
  
• Andreas Holzinger, Michael D. Kickmeier-Rust, Siegfried Wassertheurer, Michael Hessinger:
  Learning performance with interactive simulations in medical education: Lessons learned from results of learning complex physiological models with the HAEMOdynamics SIMulator. 292-301
  
• Timothy Teo:
  Modelling technology acceptance in education: A study of pre-service teachers. 302-312
  
• Chiung-Fang Chiu, Greg C. Lee:
  A video lecture and lab-based approach for learning of image processing concepts. 313-323
  
• D. M. L. Verstegen, Y. F. Barnard, A. Pilot:
  Designing needs statements in a systematic iterative way. 324-332
  
• Siong-Hoe Lau, Peter C. Woods:
  Understanding the behavior changes in belief and attitude among experienced and inexperienced learning object users. 333-342
  
• Sara de Freitas, Tim Neumann:
  The use of 'exploratory learning' for supporting immersive learning in virtual environments. 343-352
  
• Brian R. Belland:
  Using the theory of habitus to move beyond the study of barriers to technology integration. 353-364
  
• So Young Kwon, Lauren Cifuentes:
  The comparative effect of individually-constructed vs. collaboratively-constructed computer-based concept maps. 365-375
  
• Adam C. Carle, David Jaffee, Deborah Miller:
  Engaging college science students and changing academic achievement with technology: A quasi-experimental preliminary investigation. 376-380
  
• Hüseyin Uzunboylu, Nadire Cavus, Erinc Ercag:
  Using mobile learning to increase environmental awareness. 381-389
  
• G. Korakakis, E. A. Pavlatou, J. A. Palyvos, N. Spyrellis:
  3D visualization types in multimedia applications for science learning: A case study for 8th grade students in Greece. 390-401
  
• Michael K. Barbour, Thomas C. Reeves:
  The reality of virtual schools: A review of the literature. 402-416
  
• Shih-Wei Chou, Hui-Tzu Min:
  The impact of media on collaborative learning in virtual settings: The perspective of social construction. 417-431
  
• Katherine Osterlund, Karen Robson:
  The impact of ICT on work-life experiences among university Teaching Assistants. 432-437
  
• Kiriakos Patriarcheas, Michalis Nik Xenos:
  Modelling of distance education forum: Formal languages as interpretation methodology of messages in asynchronous text-based discussion. 438-448
  
• Sanne Akkerman, Wilfried Admiraal, Jantina Huizenga:
  Storification in History education: A mobile game in and about medieval Amsterdam. 449-459
  
• Urko Rueda, Ana Arruarte Lasa, Jon A. Elorriaga, Elena Herrán:
  Learning the attachment theory with the CM-ED concept map editor. 460-469
  
• Wan Ng, Howard Nicholas:
  Introducing pocket PCs in schools: Attitudes and beliefs in the first year. 470-480
  
• Fu-Ren Lin, Lu-Shih Hsieh, Fu-Tai Chuang:
  Discovering genres of online discussion threads via text mining. 481-495
  
• Tanya J. McGill, Jane E. Klobas:
  A task-technology fit view of learning management system impact. 496-508
  
• N. Ding:
  Visualizing the sequential process of knowledge elaboration in computer-supported collaborative problem solving. 509-519
  

Volume 52, Number 3, April 2009

• Linda Clarke:
  The POD model: Using communities of practice theory to conceptualise student teachers' professional learning online. 521-529
  
• Chun-Yi Lee, Ming-Puu Chen:
  A computer game as a context for non-routine mathematical problem solving: The effects of type of question prompt and level of prior knowledge. 530-542
  
• Peter Shea, Temi Bidjerano:
  Community of inquiry as a theoretical framework to foster "epistemic engagement" and "cognitive presence" in online education. 543-553
  
• Jean Ecalle, Annie Magnan, Caroline Calmus:
  Lasting effects on literacy skills with a computer-assisted learning using syllabic units in low-progress readers. 554-561
  
• Anastasios (Tasos) Barkatsas, Katerina Kasimatis, Vasilis Gialamas:
  Learning secondary mathematics with technology: Exploring the complex interrelationship between students' attitudes, engagement, gender and achievement. 562-570
  
• Astrid R. Jacobson, Roberta Militello, Philippe C. Baveye:
  Development of computer-assisted virtual field trips to support multidisciplinary learning. 571-580
  
• M. Pilar Alberola Colomar, Eva Gil Guzmán:
  ICT-SUSTOUR and MARKETOUR: Two second language acquisition projects through a virtual learning environment. 581-587
  
• Manuel J. Sánchez-Franco, Francisco J. Martínez-López, Félix A. Martín-Velicia:
  Exploring the impact of individualism and uncertainty avoidance in Web-based electronic learning: An empirical analysis in European higher education. 588-598
  
• SuHoun Liu, Hsiu-Li Liao, Jean A. Pratt:
  Impact of media richness and flow on e-learning technology acceptance. 599-607
  
• Olatz Lopez-Fernandez, Jose Luis Rodriguez-Illera:
  Investigating university students' adaptation to a digital learner course portfolio. 608-616
  
• Dani McKinney, Jennifer L. Dyck, Elise S. Luber:
  iTunes University and the classroom: Can podcasts replace Professors? 617-623
  
• Darrell M. Hull, Terrill F. Saxon:
  Negotiation of meaning and co-construction of knowledge: An experimental analysis of asynchronous online instruction. 624-639
  
• Teena Willoughby, S. Alexandria Anderson, Eileen Wood, Julie Mueller, Craig Ross:
  Fast searching for information on the Internet to use in a learning context: The impact of domain knowledge. 640-648
  
• Seong Ik Park, Gyumin Lee, Meekyoung Kim:
  Do students benefit equally from interactive computer simulations regardless of prior knowledge levels? 649-655
  
• Lisbeth Amhag, Anders Jakobsson:
  Collaborative learning as a collective competence when students use the potential of meaning in asynchronous dialogues. 656-667
  
• Els Kuiper, Monique Volman, Jan Terwel:
  Developing Web literacy in collaborative inquiry activities. 668-680
  
• Haluk Özmen, Hülya Demircioglu, Gökhan Demircioglu:
  The effects of conceptual change texts accompanied with animations on overcoming 11th grade students' alternative conceptions of chemical bonding. 681-695
  
• Monika Sieverding, Sabine C. Koch:
  (Self-)Evaluation of computer competence: How gender matters. 696-701
  
• Siu Cheung Kong, Yau Yuen Yeung, Xian Qiu Wu:
  An experience of teaching for learning by observation: Remote-controlled experiments on electrical circuits. 702-717
  

Volume 52, Number 4, May 2009

• Susan McKenney, Joke Voogt:
  Designing technology for emergent literacy: The PictoPal initiative. 719-729
  
• Robin H. Kay:
  Examining gender differences in attitudes toward interactive classroom communications systems (ICCS). 730-740
  
• K. Dalacosta, M. Kamariotaki-Paparrigopoulou, J. A. Palyvos, N. Spyrellis:
  Multimedia application with animated cartoons for teaching science in elementary education. 741-748
  
• Colin A. Higgins, Brett Bligh, Pavlos Symeonidis, Athanasios Tsintsifas:
  Authoring diagram-based CBA with CourseMarker. 749-761
  
• Choo-Yee Ting, Somnuk Phon-Amnuaisuk:
  Factors influencing the performance of Dynamic Decision Network for INQPRO. 762-780
  
• Sergey Butakov, Vladislav Scherbinin:
  The toolbox for local and global plagiarism detection. 781-788
  
• Yueh-Min Huang, Chien-Hung Liu:
  Applying adaptive swarm intelligence technology with structuration in web-based collaborative learning. 789-799
  
• Bokyeong Kim, Hyungsung Park, Youngkyun Baek:
  Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. 800-810
  
• Panagiotis Siozos, George Palaigeorgiou, George Triantafyllakos, Theofanis Despotakis:
  Computer based testing using "digital ink": Participatory design of a Tablet PC based assessment application for secondary education. 811-819
  
• Masanori Yamada:
  The role of social presence in learner-centered communicative language learning using synchronous computer-mediated communication: Experimental study. 820-833
  
• Shu-chiao Tsai:
  Courseware development for semiconductor technology and its application into instruction. 834-847
  
• Fang-Ying Yang, Cheng-Chieh Chang:
  Examining high-school students' preferences toward learning environments, personal beliefs and concept learning in web-based contexts. 848-857
  
• April Savoy, Robert W. Proctor, Gavriel Salvendy:
  Information retention from PowerPoint^TM and traditional lectures. 858-867
  
• Kimberley A. Babb, Craig Ross:
  The timing of online lecture slide availability and its effect on attendance, participation, and exam performance. 868-881
  
• Shiou-Wen Yeh, Jia-Jiunn Lo:
  Using online annotations to support error correction and corrective feedback. 882-892
  
• Yolanda Jacobs Reimer, Erin Brimhall, Chen Cao, Kevin O'Reilly:
  Empirical user studies inform the design of an e-notetaking and information assimilation system for students in higher education. 893-913
  

Last update Sun May 19 23:57:51 2013 CET by the DBLP Team — Data released under the ODC-BY 1.0 license — See also our legal information page