Computers & Education, Volume 55

Volume 55, Number 1, August 2010

• Helen C. Reed, Paul Drijvers, Paul A. Kirschner:
  Effects of attitudes and behaviours on learning mathematics with computer tools. 1-15
  
• Ioanna Vekiri:
  Boys' and girls' ICT beliefs: Do teachers matter? 16-23
  
• Ofra Korat:
  Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade. 24-31
  
• Rong-Ji Chen:
  Investigating models for preservice teachers' use of technology to support student-centered learning. 32-42
  
• Meltem Huri Baturay, Ömer Faruk Bay:
  The effects of problem-based learning on the classroom community perceptions and achievement of web-based education students. 43-52
  
• Jef C. Verhoeven, Dirk Heerwegh, Kurt De Wit:
  Information and communication technologies in the life of university freshmen: An analysis of change. 53-66
  
• Francesca Pozzi:
  Using Jigsaw and Case Study for supporting online collaborative learning. 67-75
  
• Ching-Kun Hsu, Gwo-Jen Hwang, Chih-Kai Chang:
  Development of a reading material recommendation system based on a knowledge engineering approach. 76-83
  
• Elizabeth Meyer, Philip C. Abrami, C. Anne Wade, Ofra Aslan, Louise Deault:
  Improving literacy and metacognition with electronic portfolios: Teaching and learning with ePEARL. 84-91
  
• Martin Ebner, Conrad Lienhardt, Matthias Rohs, Iris Meyer:
  Microblogs in Higher Education - A chance to facilitate informal and process-oriented learning? 92-100
  
• Selçuk Özdemir:
  'To err is human, but to persist is diabolical': Loss of organizational memory and e-learning projects. 101-108
  
• Kim Hua Tan, Ying Kei Tse, Pui Ling Chung:
  A plug and play pathway approach for operations management games development. 109-117
  
• Nadh Ditcharoen, Kanlaya Naruedomkul, Nick Cercone:
  SignMT: An alternative language learning tool. 118-130
  
• Chorng-Shiuh Koong, Chi-Ying Wu:
  An interactive item sharing website for creating and conducting on-line testing. 131-144
  
• Regina Juchun Chu, Anita Zichun Chu:
  Multi-level analysis of peer support, Internet self-efficacy and e-learning outcomes - The contextual effects of collectivism and group potency. 145-154
  
• Jen-Her Wu, Robert D. Tennyson, Tzyh-Lih Hsia:
  A study of student satisfaction in a blended e-learning system environment. 155-164
  
• Yuen-Hsien Tseng, Chun-Yen Chang, Shu-Nu Chang Rundgren, Carl-Johan Rundgren:
  Mining concept maps from news stories for measuring civic scientific literacy in media. 165-177
  
• Maja Wrzesien, Mariano Alcañiz Raya:
  Learning in serious virtual worlds: Evaluation of learning effectiveness and appeal to students in the E-Junior project. 178-187
  
• Ming-Lang Tseng:
  Implementation and performance evaluation using the fuzzy network balanced scorecard. 188-201
  
• Xia Mao, Zheng Li:
  Agent based affective tutoring systems: A pilot study. 202-208
  
• Erin Phinney Johnson, Justin Perry, Haya Shamir:
  Variability in reading ability gains as a function of computer-assisted instruction method of presentation. 209-217
  
• Kris M. Y. Law, Victor C. S. Lee, Yuen-Tak Yu:
  Learning motivation in e-learning facilitated computer programming courses. 218-228
  
• Chao-hsiu Chen:
  The implementation and evaluation of a mobile self- and peer-assessment system. 229-236
  
• Yanqing Duan, Qile He, Weizhe Feng, Daoliang Li, Zetian Fu:
  A study on e-learning take-up intention from an innovation adoption perspective: A case in China. 237-246
  
• Huseyin Guruler, Ayhan Istanbullu, Mehmet Karahasan:
  A new student performance analysing system using knowledge discovery in higher educational databases. 247-254
  
• Regina Ju-chun Chu:
  How family support and Internet self-efficacy influence the effects of e-learning among higher aged adults - Analyses of gender and age differences. 255-264
  
• Xiaolei Liu, Haitao Liu, Zhen Bao, Bo Ju, Zhenghong Wang:
  A web-based self-testing system with some features of Web 2.0: Design and primary implementation. 265-275
  
• Sara Dockrell, Deirdre Earle, Rose Galvin:
  Computer-related posture and discomfort in primary school children: The effects of a school-based ergonomic intervention. 276-284
  
• Lai-Chu See, Yu-Hsun Huang, Yi-Hu Chang, Yeo-Ju Chiu, Yi-Fen Chen, Vicki S. Napper:
  Computer-enriched instruction (CEI) is better for preview material instead of review material: An example of a biostatistics chapter, the central limit theorem. 285-291
  
• Ching-Huei Chen:
  Promoting college students' knowledge acquisition and ill-structured problem solving: Web-based integration and procedure prompts. 292-303
  
• Joaquín Gairín-Sallán, David Rodríguez-Gómez, Carme Armengol-Asparó:
  Who exactly is the moderator? A consideration of online knowledge management network moderation in educational organisations. 304-312
  
• Ada Le, Steve Joordens, Sophie Chrysostomou, Raymond Grinnell:
  Online lecture accessibility and its influence on performance in skills-based courses. 313-319
  
• Margot Berger:
  Using CAS to solve a mathematics task: A deconstruction. 320-332
  
• Vasilis Gialamas, Kleopatra Nikolopoulou:
  In-service and pre-service early childhood teachers' views and intentions about ICT use in early childhood settings: A comparative study. 333-341
  
• Carina Girvan, Timothy Savage:
  Identifying an appropriate pedagogy for virtual worlds: A Communal Constructivism case study. 342-349
  
• Paul Warwick, Neil Mercer, Ruth Kershner, Judith Kleine Staarman:
  In the mind and in the technology: The vicarious presence of the teacher in pupil's learning of science in collaborative group activity at the interactive whiteboard. 350-362
  
• You-Jin Seo, Honguk Woo:
  The identification, implementation, and evaluation of critical user interface design features of computer-assisted instruction programs in mathematics for students with learning disabilities. 363-377
  
• Elizabeth Avery Gomez, Dezhi Wu, Katia Passerini:
  Computer-supported team-based learning: The impact of motivation, enjoyment and team contributions on learning outcomes. 378-390
  
• Tina N. Hohlfeld, Albert D. Ritzhaupt, Ann E. Barron:
  Connecting schools, community, and family with ICT: Four-year trends related to school level and SES of public schools in Florida. 391-405
  
• Hannah Thinyane:
  Are digital natives a world-wide phenomenon? An investigation into South African first year students' use and experience with technology. 406-414
  
• E. Vance Wilson, Steven D. Sheetz:
  A demands-resources model of work pressure in IT student task groups. 415-426
  

Volume 55, Number 2, September 2010

• Mansureh Kebritchi, Atsusi Hirumi, Haiyan Bai:
  The effects of modern mathematics computer games on mathematics achievement and class motivation. 427-443
  
• Sacide Güzin Mazman, Yasemin Koçak Usluel:
  Modeling educational usage of Facebook. 444-453
  
• Martin Valcke, S. Bonte, Bram de Wever, I. Rots:
  Internet parenting styles and the impact on Internet use of primary school children. 454-464
  
• Veljko Potkonjak, Miomir Vukobratovic, Kosta Jovanovic, Miroslav Medenica:
  Virtual Mechatronic/Robotic laboratory - A step further in distance learning. 465-475
  
• Giorgio Olimpo, Rosa Maria Bottino, Jeffrey Earp, Michela Ott, Francesca Pozzi, Mauro Tavella:
  Pedagogical plans as communication oriented objects. 476-488
  
• Philip G. Butcher, Sally E. Jordan:
  A comparison of human and computer marking of short free-text student responses. 489-499
  
• Tamilselvi Gopal, Sherry S. Herron, Richard S. Mohn, Taralynn Hartsell, Jodie M. Jawor, Jacob C. Blickenstaff:
  Effect of an interactive web-based instruction in the performance of undergraduate anatomy and physiology lab students. 500-512
  
• Kumar Laxman:
  A conceptual framework mapping the application of information search strategies to well and ill-structured problem solving. 513-526
  
• Patcharin Panjaburee, Gwo-Jen Hwang, Wannapong Triampo, Bo-Ying Shih:
  A multi-expert approach for developing testing and diagnostic systems based on the concept-effect model. 527-540
  
• Ruben Vanderlinde, Johan van Braak:
  The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective. 541-553
  
• Maja Cukusic, Niksa Alfirevic, Andrina Granic, Zeljko Garaca:
  e-Learning process management and the e-learning performance: Results of a European empirical study. 554-565
  
• Juan C. Burguillo-Rial:
  Using game theory and Competition-based Learning to stimulate student motivation and performance. 566-575
  
• George Veletsianos:
  Contextually relevant pedagogical agents: Visual appearance, stereotypes, and first impressions and their impact on learning. 576-585
  
• Kuan-Hue Yeh, Hsiao-Ching She:
  On-line synchronous scientific argumentation learning: Nurturing students' argumentation ability and conceptual change in science context. 586-602
  
• Andreas Konstantinidis, Thrasyvoulos Tsiatsos, Theodouli Terzidou, Andreas S. Pomportsis:
  Fostering collaborative learning in Second Life: Metaphors and affordances. 603-615
  
• Tony Cheng-Kui Huang, Chih-Hong Huang:
  An integrated decision model for evaluating educational web sites from the fuzzy subjective and objective perspectives. 616-629
  
• Tsung-Yu Liu, Yu-Ling Chu:
  Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. 630-643
  
• Bas A. de Leng, Diana H. J. M. Dolmans, H. H. L. M. Donkers, Arno M. M. Muijtjens, Cees P. M. van der Vleuten:
  Instruments to explore blended learning: Modifying a method to analyse online communication for the analysis of face-to-face communication. 644-651
  
• Stefan Hrastinski, Christina Keller, Sven A. Carlsson:
  Design exemplars for synchronous e-learning: A design theory approach. 652-662
  
• Nicolae Nistor, Katrin Neubauer:
  From participation to dropout: Quantitative participation patterns in online university courses. 663-672
  
• Cheng-Chieh Chang, Fang-Ying Yang:
  Exploring the cognitive loads of high-school students as they learn concepts in web-based environments. 673-680
  
• Björn B. de Koning, Huib K. Tabbers, Remy M. J. P. Rikers, Fred Paas:
  Learning by generating vs. receiving instructional explanations: Two approaches to enhance attention cueing in animations. 681-691
  
• Gemma Corbalan, Fred Paas, Hans Cuypers:
  Computer-based feedback in linear algebra: Effects on transfer performance and motivation. 692-703
  
• José A. González, Lluís Jover, Erik Cobo, Pilar Muñoz:
  A web-based learning tool improves student performance in statistics: A randomized masked trial. 704-713
  
• Doris U. Bolliger, Supawan Supanakorn, Christine Boggs:
  Impact of podcasting on student motivation in the online learning environment. 714-722
  
• Yu-Feng Lan, Yang-Siang Sie:
  Using RSS to support mobile learning based on media richness theory. 723-732
  
• M'hammed Abdous, Miki Yoshimura:
  Learner outcomes and satisfaction: A comparison of live video-streamed instruction, satellite broadcast instruction, and face-to-face instruction. 733-741
  
• Asli Ünlüsoy, Mariëtte de Haan, Paul M. Leseman, Claudia van Kruistum:
  Gender differences in adolescents' out-of-school literacy practices: A multifaceted approach. 742-751
  
• Addison Y. S. Su, Stephen J. H. Yang, Wu-Yuin Hwang, Jia Zhang:
  A Web 2.0-based collaborative annotation system for enhancing knowledge sharing in collaborative learning environments. 752-766
  
• Hernane B. de B. Pereira, Gilney F. Zebende, Marcelo A. Moret:
  Learning computer programming: Implementing a fractal in a Turing Machine. 767-776
  
• Yuping Wang, Nian-Shing Chen, Mike Levy:
  The design and implementation of a holistic training model for language teacher education in a cyber face-to-face learning environment. 777-788
  
• Wen-Hao Huang, Wen-Yeh Huang, Jill Tschopp:
  Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing. 789-797
  
• Eddy K. M. Chong:
  Using blogging to enhance the initiation of students into academic research. 798-807
  
• Fengfeng Ke:
  Examining online teaching, cognitive, and social presence for adult students. 808-820
  
• Arturas Kaklauskas, Edmundas Kazimieras Zavadskas, V. Pruskus, Andrejus Vlasenko, Marko Seniut, Gabrielius Kaklauskas, A. Matuliauskaite, V. Gribniak:
  Biometric and Intelligent Self-Assessment of Student Progress system. 821-833
  
• Chuang-Kai Chiou, Judy C. R. Tseng, Gwo-Jen Hwang, Shelly Heller:
  An adaptive navigation support system for conducting context-aware ubiquitous learning in museums. 834-845
  
• Michal Barla, Mária Bieliková, Anna Bou Ezzeddinne, Tomás Kramár, Marián Simko, Oto Vozár:
  On the impact of adaptive test question selection for learning efficiency. 846-857
  
• Chun-Ling Ho, Ren-Jye Dzeng:
  Construction safety training via e-Learning: Learning effectiveness and user satisfaction. 858-867
  
• Donguk Cheong:
  The effects of practice teaching sessions in second life on the change in pre-service teachers' teaching efficacy. 868-880
  
• Iwan Kartiko, Manolya Kavakli, Ken Cheng:
  Learning science in a virtual reality application: The impacts of animated-virtual actors' visual complexity. 881-891
  
• Joel Lanir, Kellogg S. Booth, Kirstie Hawkey:
  The benefits of more electronic screen space on students' retention of material in classroom lectures. 892-903
  
• K. A. Owusu, K. A. Monney, J. Y. Appiah, E. M. Wilmot:
  Effects of computer-assisted instruction on performance of senior high school biology students in Ghana. 904-910
  
• Robert S. Savage, Ozlem Erten, Philip C. Abrami, Geoffrey Hipps, Erin Comaskey, Dea van Lierop:
  ABRACADABRA in the hands of teachers: The effectiveness of a web-based literacy intervention in grade 1 language arts programs. 911-922
  

Volume 55, Number 3, November 2010

• Tomoko Watanabe Traphagan, Yueh-hui Vanessa Chiang, Hyeseung Maria Chang, Benjaporn Wattanawaha, Haekyung Lee, Michael Charles Mayrath, Jeongwon Woo, Hyo-Jin Yoon, Min Jung Jee, Paul E. Resta:
  Cognitive, social and teaching presence in a virtual world and a text chat. 923-936
  
• Fethi A. Inan, Deborah L. Lowther:
  Laptops in the K-12 classrooms: Exploring factors impacting instructional use. 937-944
  
• William Douglas Woody, David B. Daniel, Crystal A. Baker:
  E-books or textbooks: Students prefer textbooks. 945-948
  
• Mericia Rivera-Nivar, Cristina Pomales-García:
  E-training: Can young and older users be accommodated with the same interface? 949-960
  
• Ling-Chian Chang, Greg C. Lee:
  A team-teaching model for practicing project-based learning in high school: Collaboration between computer and subject teachers. 961-969
  
• Jaime Sánchez, Mauricio Sáenz:
  Metro navigation for the blind. 970-981
  
• Ju-Ling Shih, Bai-Jiun Shih, Chun-Chao Shih, Hui-Yu Su, Chien-Wen Chuang:
  The influence of collaboration styles to children's cognitive performance in digital problem-solving game "William Adventure": A comparative case study. 982-993
  
• R. Reynolds, K. Walker, C. Speight:
  Web-based museum trails on PDAs for university-level design students: Design and evaluation. 994-1003
  
• Chien Chou, Hsinyi Peng, Chun-Yu Chang:
  The technical framework of interactive functions for course-management systems: Students' perceptions, uses, and evaluations. 1004-1017
  
• Jeremy Roschelle, Ken Rafanan, Gucci Estrella, Miguel Nussbaum, Susana Claro:
  From handheld collaborative tool to effective classroom module: Embedding CSCL in a broader design framework. 1018-1026
  
• Jeffrey Alan Greene, Lara-Jeane Costa, Jane Robertson, Yi Pan, Victor M. Deekens:
  Exploring relations among college students' prior knowledge, implicit theories of intelligence, and self-regulated learning in a hypermedia environment. 1027-1043
  
• Javier López-Cuadrado, Tomás A. Pérez, José Ángel Vadillo Zorita, Julián Gutiérrez Serrano:
  Calibration of an item bank for the assessment of Basque language knowledge. 1044-1055
  
• Christopher A. Sanchez, James Z. Goolsbee:
  Character size and reading to remember from small displays. 1056-1062
  
• Simon B. Heilesen:
  What is the academic efficacy of podcasting? 1063-1068
  
• Luis de Marcos, José Ramón Hilera, Roberto Barchino, M. Lourdes Jiménez, José-Javier Martínez, José Antonio Gutiérrez, José María Gutiérrez, Salvador Otón:
  An experiment for improving students performance in secondary and tertiary education by means of m-learning auto-assessment. 1069-1079
  
• Min-Ling Hung, Chien Chou, Chao-Hsiu Chen, Zang-Yuan Own:
  Learner readiness for online learning: Scale development and student perceptions. 1080-1090
  
• Hatice Odaci, Melek Kalkan:
  Problematic Internet use, loneliness and dating anxiety among young adult university students. 1091-1097
  
• Mike Carbonaro, Duane Szafron, Maria Cutumisu, Jonathan Schaeffer:
  Computer-game construction: A gender-neutral attractor to Computing Science. 1098-1111
  
• Alison E. Lane, Jenny M. Ziviani:
  Factors influencing skilled use of the computer mouse by school-aged children. 1112-1122
  
• Sufen Chen:
  The view of scientific inquiry conveyed by simulation-based virtual laboratories. 1123-1130
  
• Yee Leng Eow, Wan Zah bte Wan Ali, Rosnaini bt. Mahmud, Roselan Baki:
  Computer games development experience and appreciative learning approach for creative process enhancement. 1131-1144
  
• Chwee Beng Lee:
  The interactions between problem solving and conceptual change: System dynamic modelling as a platform for learning. 1145-1158
  
• Wenli Chen, Chee-Kit Looi, Sini Tan:
  What do students do in a F2F CSCL classroom? The optimization of multiple communications modes. 1159-1170
  
• Hsiu-Mei Huang, Ulrich Rauch, Shu-Sheng Liaw:
  Investigating learners' attitudes toward virtual reality learning environments: Based on a constructivist approach. 1171-1182
  
• David Kember, Carmel McNaught, Fanny C. Y. Chong, Paul Lam, Kin-Fai Cheng:
  Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments. 1183-1192
  
• Yu-Fen Yang:
  Developing a reciprocal teaching/learning system for college remedial reading instruction. 1193-1201
  
• Yu-Fen Yang:
  Students' reflection on online self-correction and peer review to improve writing. 1202-1210
  
• Yong Liu, Hongxiu Li, Christer Carlsson:
  Factors driving the adoption of m-learning: An empirical study. 1211-1219
  
• Jie Chi Yang, Sherry Y. Chen:
  Effects of gender differences and spatial abilities within a digital pentominoes game. 1220-1233
  
• J. B. Arbaugh:
  Sage, guide, both, or even more? An examination of instructor activity in online MBA courses. 1234-1244
  
• Shu-Chiao Tsai:
  Developing and integrating courseware for oral presentations into ESP learning contexts. 1245-1258
  
• Athanassios Jimoyiannis:
  Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. 1259-1269
  
• Qiyun Wang:
  Using online shared workspaces to support group collaborative learning. 1270-1276
  
• Hassan Qudrat-Ullah:
  Perceptions of the effectiveness of system dynamics-based interactive learning environments: An empirical study. 1277-1286
  
• Akin Efendioglu, Tugba Yanpar Yelken:
  Programmed instruction versus meaningful learning theory in teaching basic structured query language (SQL) in computer lesson. 1287-1299
  
• C. Y. Su, T. I. Wang:
  Construction and analysis of educational assessments using knowledge maps with weight appraisal of concepts. 1300-1311
  
• César Domínguez, Arturo Jaime:
  Database design learning: A project-based approach organized through a course management system. 1312-1320
  
• Anne T. Ottenbreit-Leftwich, Krista D. Glazewski, Timothy J. Newby, Peggy A. Ertmer:
  Teacher value beliefs associated with using technology: Addressing professional and student needs. 1321-1335
  
• José M. Cuenca López, Myriam J. Martín Cáceres:
  Virtual games in social science education. 1336-1345
  
• Jie-Chi Yang, Chih-Hung Chen, Ming-Chang Jeng:
  Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning. 1346-1356
  
• Roisin Donnelly:
  Interaction analysis in a 'Learning by Doing' problem-based professional development context. 1357-1366
  
• Jun-Ming Chen, Meng Chang Chen, Yeali S. Sun:
  A novel approach for enhancing student reading comprehension and assisting teacher assessment of literacy. 1367-1382
  
• Heeok Heo, Kyu Yon Lim, Youngsoo Kim:
  Exploratory study on the patterns of online interaction and knowledge co-construction in project-based learning. 1383-1392
  
• Florin D. Salajan, Dieter J. Schönwetter, Blaine M. Cleghorn:
  Student and faculty inter-generational digital divide: Fact or fiction? 1393-1403
  
• Hannah Thinyane:
  Corrigendum to "Are digital natives a world-wide phenomenon? An investigation into South African first year students' use and experience with technology" [Computers & Education 55 (2008) 406-414]. 1404
  

Volume 55, Number 4, December 2010

• Ling Zhao, Yaobin Lu, Wayne Huang, Qiuhong Wang:
  Internet inequality: The relationship between high school students' Internet use in different locations and their Internet self-efficacy. 1405-1423
  
• Elinda Ai-Lim Lee, Kok Wai Wong, Chun Che Fung:
  How does desktop virtual reality enhance learning outcomes? A structural equation modeling approach. 1424-1442
  
• Laura Wengenroth, Inga Hege, Katja Förderreuther, Elena Riu, Heinz Mandl, Peter Kujath, Katja Radon:
  Promoting occupational health in secondary schools through virtual patients. 1443-1448
  
• Yufang Cheng, Hsuan-Chi Chiang, Jun Ye, Li-hung Cheng:
  Enhancing empathy instruction using a collaborative virtual learning environment for children with autistic spectrum conditions. 1449-1458
  
• Adnan Baki, Ünal Çakiroglu:
  Learning objects in high school mathematics classrooms: Implementation and evaluation. 1459-1469
  
• Kevin Biesinger, Kent J. Crippen:
  The effects of feedback protocol on self-regulated learning in a web-based worked example learning environment. 1470-1482
  
• Yen-Ting Lin, Yueh-Min Huang, Shu-Chen Cheng:
  An automatic group composition system for composing collaborative learning groups using enhanced particle swarm optimization. 1483-1493
  
• Angela Yan Yu, Stella Wen Tian, Douglas R. Vogel, Ron Chi-Wai Kwok:
  Can learning be virtually boosted? An investigation of online social networking impacts. 1494-1503
  
• Baohui Zhang, Chee-Kit Looi, Peter Sen Kee Seow, Gean Chia, Lung-Hsiang Wong, Wenli Chen, Hyo-Jeong So, Elliot Soloway, Cathie Norris:
  Deconstructing and reconstructing: Transforming primary science learning via a mobilized curriculum. 1504-1523
  
• Ozlem Cakir, Nurettin Simsek:
  A comparative analysis of the effects of computer and paper-based personalization on student achievement. 1524-1531
  
• So Wing Mui Winnie:
  Meaning representation in video outcomes of inquiry project. 1532-1541
  
• Michael W. Firmin, Ruth L. Firmin, Whitney Muhlenkamp Wood, Jordan C. Wood:
  Social influences related to college students' use of Macintosh computers on an all-PC campus. 1542-1551
  
• A. Seugnet Blignaut, J. Enrique Hinostroza, Christo J. Els, Mario Brun:
  ICT in education policy and practice in developing countries: South Africa and Chile compared through SITES 2006. 1552-1563
  
• Terry S. Judd, Gregor E. Kennedy:
  A five-year study of on-campus Internet use by undergraduate biomedical students. 1564-1571
  
• Chih-Wei Chang, Jih-Hsien Lee, Chin-Yeh Wang, Gwo-Dong Chen:
  Improving the authentic learning experience by integrating robots into the mixed-reality environment. 1572-1578
  
• Peter Tiernan:
  Enhancing the learning experience of undergraduate technology students with LabVIEW^TM software. 1579-1588
  
• Kueh Chin Yap, Kok Pin Chia:
  Knowledge construction and misconstruction: A case study approach in asynchronous discussion using Knowledge Construction - Message Map (KCMM) and Knowledge Construction - Message Graph (KCMG). 1589-1613
  
• Cindy McCoy:
  Perceived self-efficacy and technology proficiency in undergraduate college students. 1614-1617
  
• Hui-Chun Chu, Gwo-Jen Hwang, Chin-Chung Tsai, Judy C. R. Tseng:
  A two-tier test approach to developing location-aware mobile learning systems for natural science courses. 1618-1627
  
• Hsiu-Ju Chen:
  Linking employees' e-learning system use to their overall job outcomes: An empirical study based on the IS success model. 1628-1639
  
• Daniel C. Moos:
  Nonlinear technology: Changing the conception of extrinsic motivation? 1640-1650
  
• Anneline Devolder, Ruben Vanderlinde, Johan van Braak, Jo Tondeur:
  Identifying multiple roles of ICT coordinators. 1651-1655
  
• Leanna M. Archambault, Joshua H. Barnett:
  Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. 1656-1662
  
• Eva Millán, Tomasz Loboda, José-Luis Pérez-de-la-Cruz:
  Bayesian networks for student model engineering. 1663-1683
  
• Serkan Sendag:
  Pre-service teachers' perceptions about e-democracy: A case in Turkey. 1684-1693
  
• Michael J. Jacobson, Hyo-Jeong So, Timothy Teo, June Lee, Suneeta Pathak, Hans G. Lossman:
  Epistemology and learning: Impact on pedagogical practices and technology use in Singapore schools. 1694-1706
  
• Bert Slof, Gijsbert Erkens, Paul A. Kirschner, Jeroen Janssen, Chris Phielix:
  Fostering complex learning-task performance through scripting student use of computer supported representational tools. 1707-1720
  
• Peter Shea, Temi Bidjerano:
  Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. 1721-1731
  
• Fotis Lazarinis, Steve Green, Elaine Pearson:
  Creating personalized assessments based on learner knowledge and objectives in a hypermedia Web testing application. 1732-1743
  
• Syh-Jong Jang:
  Integrating the interactive whiteboard and peer coaching to develop the TPACK of secondary science teachers. 1744-1751
  
• Xiangming Mu:
  Towards effective video annotation: An approach to automatically link notes with video content. 1752-1763
  
• Timothy Teo, Seng Chee Tan, Chwee Beng Lee, Ching Sing Chai, Joyce Hwee Ling Koh, Chen Wen Li, Horn Mun Cheah:
  The self-directed learning with technology scale (SDLTS) for young students: An initial development and validation. 1764-1771
  
• Siu Cheung Kong:
  Using a web-enabled video system to support student-teachers' self-reflection in teaching practice. 1772-1782
  

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