Computers & Education, Volume 54

Volume 54, Number 1, January 2010

• Shelly Heller, Chin-Chung Tsai, Jean Underwood:
  Computers & Education: Looking back and looking forward. 1-2
  
• Georgia Lazakidou, Symeon Retalis:
  Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics. 3-13
  
• Chee-Kit Looi, Wenli Chen, Foo-Keong Ng:
  Collaborative activities enabled by GroupScribbles (GS): An exploratory study of learning effectiveness. 14-26
  
• Pei-Hsuan Hsieh:
  Globally-perceived experiences of online instructors: A preliminary exploration. 27-36
  
• Manuel J. Sánchez-Franco:
  WebCT - The quasimoderating effect of perceived affective quality on an extending Technology Acceptance Model. 37-46
  
• Yueh-Min Huang, Yen-Ting Lin, Shu-Chen Cheng:
  Effectiveness of a Mobile Plant Learning System in a science curriculum in Taiwanese elementary education. 47-58
  
• Bibi Eshrat Zamani:
  Successful implementation factors for using computers in Iranian schools during one decade (1995-2005). 59-68
  
• Maria Kordaki:
  A drawing and multi-representational computer environment for beginners' learning of programming using C: Design and pilot formative evaluation. 69-87
  
• Victor Gonzalez-Barbone, Luis E. Anido-Rifón:
  From SCORM to Common Cartridge: A step forward. 88-102
  
• Guoyuan Sang, Martin Valcke, Johan van Braak, Jo Tondeur:
  Student teachers' thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. 103-112
  
• Lorrae Ward, Judy M. Parr:
  Revisiting and reframing use: Implications for the integration of ICT. 113-122
  
• Hanoch Hauptman:
  Enhancement of spatial thinking with Virtual Spaces 1.0. 123-135
  
• Gina Conti-Ramsden, Kevin Durkin, Allan J. Walker:
  Computer anxiety: A comparison of adolescents with and without a history of specific language impairment (SLI). 136-145
  
• Yee Leng Eow, Wan Zah bte Wan Ali, Rosnaini bt. Mahmud, Roselan Baki:
  Computer games development and appreciative learning approach in enhancing students' creative perception. 146-161
  
• Chin-Sheng Wan, Wen-Bin Chiou:
  Inducing attitude change toward online gaming among adolescent players based on dissonance theory: The role of threats and justification of effort. 162-168
  
• Eduardo Hamuy, Mirtha Galaz:
  Information versus Communication in Course Management System participation. 169-177
  
• Brigid Barron, Sarah E. Walter, Caitlin Kennedy Martin, Colin Schatz:
  Predictors of creative computing participation and profiles of experience in two Silicon Valley middle schools. 178-189
  
• Clare Wood, Claire Pillinger, Emma Jackson:
  Understanding the nature and impact of young readers' literacy interactions with talking books and during adult reading support. 190-198
  
• Arjette Karemaker, Nicola J. Pitchford, Claire O'Malley:
  Enhanced recognition of written words and enjoyment of reading in struggling beginner readers through whole-word multimedia software. 199-208
  
• Heng-Li Yang, Hsiu-Hua Cheng:
  Creativity of student information system projects: From the perspective of network embeddedness. 209-221
  
• Manuela Paechter, Brigitte Maier, Daniel Macher:
  Students' expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. 222-229
  
• Jeffrey Alan Greene, Cheryl Mason Bolick, Jane Robertson:
  Fostering historical knowledge and thinking skills using hypermedia learning environments: The role of self-regulated learning. 230-243
  
• Hsin-Te Yeh, Yi-Chia Cheng:
  The influence of the instruction of visual design principles on improving pre-service teachers' visual literacy. 244-252
  
• Ruey-Shiang Shaw:
  A study of learning performance of e-learning materials design with knowledge maps. 253-264
  
• Manuela Tomai, Veronica Rosa, Minou Ella Mebane, Alessia D'Acunti, Maura Benedetti, Donata Francescato:
  Virtual communities in schools as tools to promote social capital with high schools students. 265-274
  
• Wilfred W. F. Lau, Allan H. K. Yuen:
  Promoting conceptual change of learning sorting algorithm through the diagnosis of mental models: The effects of gender and learning styles. 275-288
  
• Hui-Chun Chu, Gwo-Jen Hwang, Chin-Chung Tsai:
  A knowledge engineering approach to developing mindtools for context-aware ubiquitous learning. 289-297
  
• Marina Papastergiou:
  Enhancing Physical Education and Sport Science students' self-efficacy and attitudes regarding Information and Communication Technologies through a computer literacy course. 298-308
  
• Fu-ren Lin, Sheng-cheng Lin, Tzu-ping Huang:
  Corrigendum to "Knowledge sharing and creation in a teachers' professional virtual community" [Computers & Education 50 (2008) 742-756]. 309
  

Volume 54, Number 2, February 2010

• Tomas Lindroth, Magnus Bergquist:
  Laptopers in an educational practice: Promoting the personal learning situation. 311-320
  
• Panagiotes S. Anastasiades, George Filippousis, Labros Karvunis, Spiros Siakas, Arsitokritos Tomazinakis, Panagiota Giza, Hellen Mastoraki:
  Interactive Videoconferencing for collaborative learning at a distance in the school of 21st century: A case study in elementary schools in Greece. 321-339
  
• Laurie P. Dringus, Timothy Ellis:
  Temporal transitions in participation flow in an asynchronous discussion forum. 340-349
  
• Roisin Donnelly:
  Harmonizing technology with interaction in blended problem-based learning. 350-359
  
• Janet Mannheimer Zydney:
  The effect of multiple scaffolding tools on students' understanding, consideration of different perspectives, and misconceptions of a complex problem. 360-370
  
• Stephen M. Walls, John V. Kucsera, Joshua D. Walker, Taylor W. Acee, Nate K. McVaugh, Daniel H. Robinson:
  Podcasting in education: Are students as ready and eager as we think they are? 371-378
  
• Bruce Torff, Rose Tirotta:
  Interactive whiteboards produce small gains in elementary students' self-reported motivation in mathematics. 379-383
  
• Jesús García Laborda, Teresa Magal Royo, Jose Macario de Siqueira Rocha, Miguel Fernández Álvarez:
  Ergonomics factors in English as a foreign language testing: The case of PLEVALEX. 384-391
  
• Kate Thompson, Peter Reimann:
  Patterns of use of an agent-based model and a system dynamics model: The application of patterns of use and the impacts on learning outcomes. 392-403
  
• Gwo-Jen Hwang, Fan-Ray Kuo, Peng-Yeng Yin, Kuo-Hsien Chuang:
  A Heuristic Algorithm for planning personalized learning paths for context-aware ubiquitous learning. 404-415
  
• Ariel Monteserin, Silvia N. Schiaffino, Analía Amandi:
  Assisting students with argumentation plans when solving problems in CSCL. 416-426
  
• Chiung-Hui Chiu, Hsieh-Fen Hsiao:
  Group differences in computer supported collaborative learning: Evidence from patterns of Taiwanese students' online communication. 427-435
  
• Pei-Lin Liu, Chiu-Jung Chen, Yu-Ju Chang:
  Effects of a computer-assisted concept mapping learning strategy on EFL college students' English reading comprehension. 436-445
  
• Shu-Sheng Liaw, Marek Hatala, Hsiu-Mei Huang:
  Investigating acceptance toward mobile learning to assist individual knowledge management: Based on activity theory approach. 446-454
  
• Errikos Ventouras, Dimos Triantis, Panagiotis Tsiakas, Charalampos Stergiopoulos:
  Comparison of examination methods based on multiple-choice questions and constructed-response questions using personal computers. 455-461
  
• Matt Bower, John G. Hedberg:
  A quantitative multimodal discourse analysis of teaching and learning in a web-conferencing environment - The efficacy of student-centred learning designs. 462-478
  
• Hyo-Jeong So, Lay Hoon Seah, Hwee Leng Toh-Heng:
  Designing collaborative knowledge building environments accessible to all learners: Impacts and design challenges. 479-490
  
• Arkaitz Lareki, Juan Ignacio Martínez de Morentin, Nere Amenabar:
  Towards an efficient training of university faculty on ICTs. 491-497
  
• Fotini Paraskeva, Sofia Mysirlaki, Aikaterini Papagianni:
  Multiplayer online games as educational tools: Facing new challenges in learning. 498-505
  
• Ming-Chi Lee:
  Explaining and predicting users' continuance intention toward e-learning: An extension of the expectation-confirmation model. 506-516
  
• Julie McLeod, Lin Lin:
  A child's power in game-play. 517-527
  
• Marco Aurélio Gerosa, Denise Filippo, Mariano Gomes Pimentel, Hugo Fuks, Carlos José Pereira de Lucena:
  Is the unfolding of the group discussion off-pattern? Improving coordination support in educational forums using mobile devices. 528-544
  
• Kevin A. Naudé, Jéan H. Greyling, Dieter Vogts:
  Marking student programs using graph similarity. 545-561
  
• Eladio Gutiérrez, María A. Trenas, Julián Ramos, Francisco Corbera, Sergio Romero:
  A new Moodle module supporting automatic verification of VHDL-based assignments. 562-577
  
• Milagros Sáinz, Mercedes López-Sáez:
  Gender differences in computer attitudes and the choice of technology-related occupations in a sample of secondary students in Spain. 578-587
  
• Leah Macfadyen, Shane Dawson:
  Mining LMS data to develop an "early warning system" for educators: A proof of concept. 588-599
  
• I-Fan Liu, Meng Chang Chen, Yeali S. Sun, David Wible, Chin-Hwa Kuo:
  Extending the TAM model to explore the factors that affect Intention to Use an Online Learning Community. 600-610
  

Volume 54, Number 3, April 2010

• Avril Loveless, Jean Underwood:
  Learning in digital worlds: A view from CAL09. 611-612
  
• Rupert Wegerif, Bruce M. McLaren, Marian Chamrada, Oliver Scheuer, Nasser Mansour, Jan Miksatko, Mriga Williams:
  Exploring creative thinking in graphically mediated synchronous dialogues. 613-621
  
• Andrew Manches, Claire O'Malley, Steve Benford:
  The role of physical representations in solving number problems: A comparison of young children's use of physical and virtual materials. 622-640
  
• Manolis Mavrikis, Sergio Gutiérrez Santos:
  Not all wizards are from Oz: Iterative design of intelligent learning environments by communication capacity tapering. 641-651
  
• Gwendolyn L. Kolfschoten, Stephan Lukosch, Alexander Verbraeck, Edwin Valentin, Gert-Jan de Vreede:
  Cognitive learning efficiency through the use of design patterns in teaching. 652-660
  
• Tom Boyle:
  Layered learning design: Towards an integration of learning design and learning object perspectives. 661-668
  
• Jocelyn Wishart, Pat Triggs:
  MuseumScouts: Exploring how schools, museums and interactive technologies can work together to support learning. 669-678
  
• Gráinne Conole, Juliette Culver:
  The design of Cloudworks: Applying social networking practice to foster the exchange of learning and teaching ideas and designs. 679-692
  
• Debbie Holley, Martin Oliver:
  Student engagement and blended learning: Portraits of risk. 693-700
  
• Sarah Chesney, Caroline Marcangelo:
  'There was a lot of learning going on' Using a digital medium to support learning in a professional course for new HE lecturers. 701-708
  
• Magdalena Jara, Harvey Mellar:
  Quality enhancement for e-learning courses: The role of student feedback. 709-714
  
• Norbert Pachler, Caroline Daly, Yishay Mor, Harvey Mellar:
  Formative e-assessment: Practitioner cases. 715-721
  
• Christopher R. Jones, Ruslan Ramanau, Simon Cross, Graham Healing:
  Net generation or Digital Natives: Is there a distinct new generation entering university? 722-732
  
• Meyrick Chow, Lawrence Chan:
  Development and evaluation of a compartmental picture archiving and communications system model for integration and visualization of multidisciplinary biomedical data to facilitate student learning in an integrative health clinic. 733-741
  
• Brian Marsh, Nick Mitchell, Peter Adamczyk:
  Interactive video technology: Enhancing professional learning in initial teacher education. 742-748
  
• Cathy Lewin, Rosemary Luckin:
  Technology to support parental engagement in elementary education: Lessons learned from the UK. 749-758
  
• Gary Beauchamp, Steve Kennewell:
  Interactivity in the classroom and its impact on learning. 759-766
  
• Carol Robinson, Judy Sebba:
  Personalising learning through the use of technology. 767-775
  
• Norah Jones, Haydn Blackey, Karen Fitzgibbon, Esyin Chew:
  Get out of MySpace! 776-782
  
• Keith Turvey:
  Pedagogical-research designs to capture the symbiotic nature of professional knowledge and learning about e-learning in initial teacher education in the UK. 783-790
  
• David Kurt Herold:
  Mediating Media Studies - Stimulating critical awareness in a virtual environment. 791-798
  
• Kathy Robinson:
  Students' appraisal of emotional and relational experience whilst collaborating online using text based communication. 799-807
  

Volume 54, Number 4, May 2010

• Seiji Isotani, Riichiro Mizoguchi, Akiko Inaba, Mitsuru Ikeda:
  The foundations of a theory-aware authoring tool for CSCL design. 809-834
  
• Guillermo Vega-Gorgojo, Miguel L. Bote-Lorenzo, Juan I. Asensio-Pérez, Eduardo Gómez-Sánchez, Yannis A. Dimitriadis, Iván M. Jorrín-Abellán:
  Semantic search of tools for collaborative learning with the Ontoolsearch system. 835-848
  
• Aukje Thomassen, Oguzhan Özcan:
  Standardizing interaction design education. 849-855
  
• Juan A. Méndez, Evelio J. González:
  A reactive blended learning proposal for an introductory control engineering course. 856-865
  
• André Pimenta Freire, Flávia Linhalis, Sandro L. Bianchini, Renata Pontin de Mattos Fortes, Maria da Graça Campos Pimentel:
  Revealing the whiteboard to blind students: An inclusive approach to provide mediation in synchronous e-learning activities. 866-876
  
• Hsiu-Fen Lin:
  An application of fuzzy AHP for evaluating course website quality. 877-888
  
• Ping-Feng Pai, Yi-Jia Lyu, Yu-Min Wang:
  Analyzing academic achievement of junior high school students by an improved rough set model. 889-900
  
• Omar S. López:
  The Digital Learning Classroom: Improving English Language Learners' academic success in mathematics and reading using interactive whiteboard technology. 901-915
  
• Yao-Hsien Chen, Ching-Hsue Cheng, Jing-Wei Liu:
  Intelligent preference selection model based on NRE for evaluating student learning achievement. 916-926
  
• Laura L. Bowman, Laura E. Levine, Bradley M. Waite, Michael Gendron:
  Can students really multitask? An experimental study of instant messaging while reading. 927-931
  
• Danny Kostons, Tamara van Gog, Fred Paas:
  Self-assessment and task selection in learner-controlled instruction: Differences between effective and ineffective learners. 932-940
  
• Ioanna Vekiri:
  Socioeconomic differences in elementary students' ICT beliefs and out-of-school experiences. 941-950
  
• Vanessa L. Peters, Jim Hewitt:
  An investigation of student practices in asynchronous computer conferencing courses. 951-961
  
• Bob Lawlor, Roisin Donnelly:
  Using podcasts to support communication skills development: A case study for content format preferences among postgraduate research students. 962-971
  
• Hai-Ning Liang, Kamran Sedig:
  Can interactive visualization tools engage and support pre-university students in exploring non-trivial mathematical concepts? 972-991
  
• M. B. Wieling, W. H. A. Hofman:
  The impact of online video lecture recordings and automated feedback on student performance. 992-998
  
• Alvaro Ortigosa, Pedro Paredes, Pilar Rodríguez:
  AH-questionnaire: An adaptive hierarchical questionnaire for learning styles. 999-1005
  
• J. L. Cortizo, E. Rodríguez, R. Vijande, J. M. Sierra, A. Noriega:
  Blended learning applied to the study of Mechanical Couplings in engineering. 1006-1019
  
• Alexandra Petrakou:
  Interacting through avatars: Virtual worlds as a context for online education. 1020-1027
  
• Ling-Hsiu Chen:
  Web-based learning programs: Use by learners with various cognitive styles. 1028-1035
  
• John Hamilton, Singwhat Tee:
  Smart utilization of tertiary instructional modes. 1036-1053
  
• Markus Ruchter, Bernhard Klar, Werner Geiger:
  Comparing the effects of mobile computers and traditional approaches in environmental education. 1054-1067
  
• Yufang Cheng, Jun Ye:
  Exploring the social competence of students with autism spectrum conditions in a collaborative virtual learning environment - The pilot study. 1068-1077
  
• Kathy Cabe Trundle, Randy L. Bell:
  The use of a computer simulation to promote conceptual change: A quasi-experimental study. 1078-1088
  
• Yu-Fang Yeh, Mei-Chi Chen, Pi-Hsia Hung, Gwo-Jen Hwang:
  Optimal self-explanation prompt design in dynamic multi-representational learning environments. 1089-1100
  
• Murat Iskender, Ahmet Akin:
  Social self-efficacy, academic locus of control, and internet addiction. 1101-1106
  
• Jane Seale, Martyn Cooper:
  E-learning and accessibility: An exploration of the potential role of generic pedagogical tools. 1107-1116
  
• Michelle Lasen:
  Education and career pathways in Information Communication Technology: What are schoolgirls saying? 1117-1126
  
• Nazir Hawi:
  Causal attributions of success and failure made by undergraduate students in an introductory-level computer programming course. 1127-1136
  
• Chia-Wen Tsai:
  Do students need teacher's initiation in online collaborative learning? 1137-1144
  
• Jeroen Bourgonjon, Martin Valcke, Ronald Soetaert, Tammy Schellens:
  Students' perceptions about the use of video games in the classroom. 1145-1156
  
• Tzu-Hua Wang:
  Web-based dynamic assessment: Taking assessment as teaching and learning strategy for improving students' e-Learning effectiveness. 1157-1166
  
• Marijke De Smet, Hilde van Keer, Bram de Wever, Martin Valcke:
  Cross-age peer tutors in asynchronous discussion groups: Exploring the impact of three types of tutor training on patterns in tutor support and on tutor characteristics. 1167-1181
  
• Meng-Jung Tsai, Chin-Chung Tsai:
  Junior high school students' Internet usage and self-efficacy: A re-examination of the gender gap. 1182-1192
  
• Alice Y. M. Jones, Elizabeth Dean, Christina Hui-Chan:
  Comparison of teaching and learning outcomes between video-linked, web-based, and classroom tutorials: An innovative international study of profession education in physical therapy. 1193-1201
  
• Jenny Waycott, Sue Bennett, Gregor E. Kennedy, Barney Dalgarno, Kathleen Gray:
  Digital divides? Student and staff perceptions of information and communication technologies. 1202-1211
  
• Per-Olof Erixon:
  School subject paradigms and teaching practice in lower secondary Swedish schools influenced by ICT and media. 1212-1221
  
• Pu-Shih Daniel Chen, Amber D. Lambert, Kevin R. Guidry:
  Engaging online learners: The impact of Web-based learning technology on college student engagement. 1222-1232
  
• Rita Cadima, Carlos Ferreira, Josep Maria Monguet, Jordi Ojeda, Joaquín Fernández:
  Promoting social network awareness: A social network monitoring system. 1233-1240
  
• Louise Nielsen, Claire Heffernan, Yibo Lin, Jun Yu:
  The Daktari: An interactive, multi-media tool for knowledge transfer among poor livestock keepers in Kenya. 1241-1247
  
• Daniel S. J. Costa, Barbara A. Mullan, Emily J. Kothe, Phyllis Butow:
  A web-based formative assessment tool for Masters students: A pilot study. 1248-1253
  

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