Computers & Education, Volume 57

Volume 57, Number 1, August 2011

• Caroline Mei Lin Ho, Mark Evan Nelson, Wolfgang Müller-Wittig:
  Design and implementation of a student-generated virtual museum in a language curriculum to enhance collaborative multimodal meaning-making. 1083-1097
  
• Semiral Oncu, Hasan Cakir:
  Research in online learning environments: Priorities and methodologies. 1098-1108
  
• Hatice Odaci:
  Academic self-efficacy and academic procrastination as predictors of problematic internet use in university students. 1109-1113
  
• Haluk Özmen:
  Effect of animation enhanced conceptual change texts on 6th grade students' understanding of the particulate nature of matter and transformation during phase changes. 1114-1126
  
• Alejandro Echeverría, Cristian García-Campo, Miguel Nussbaum, Francisca Gil, Marco Villalta, Matías Améstica, Sebastián Echeverría:
  A framework for the design and integration of collaborative classroom games. 1127-1136
  
• Francesco Bellotti, Riccardo Berta, Alessandro De Gloria, A. Ozolina:
  Investigating the added value of interactivity and serious gaming for educational TV. 1137-1148
  
• Francisco Montero Simarro, Víctor López-Jaquero, Elena Navarro, Enriqueta Sánchez:
  Computer-aided relearning activity patterns for people with acquired brain injury. 1149-1159
  
• Luis de la Fuente Valentín, Abelardo Pardo, Carlos Delgado Kloos:
  Generic service integration in adaptive learning experiences using IMS learning design. 1160-1170
  
• Shahron Williams van Rooij:
  Higher education sub-cultures and open source adoption. 1171-1183
  
• Ching Sing Chai, Joyce Hwee Ling Koh, Chin-Chung Tsai, Lynde Lee Wee Tan:
  Modeling primary school pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). 1184-1193
  
• Sheng-Wen Hsieh, Yu-Ruei Jang, Gwo-Jen Hwang, Nian-Shing Chen:
  Effects of teaching and learning styles on students' reflection levels for ubiquitous learning. 1194-1201
  
• Wilfred W. F. Lau, Allan H. K. Yuen:
  Modelling programming performance: Beyond the influence of learner characteristics. 1202-1213
  
• Luis Pablo Prieto, Sara Villagrá-Sobrino, Iván M. Jorrín-Abellán, Alejandra Martínez-Monés, Yannis A. Dimitriadis:
  Recurrent routines: Analyzing and supporting orchestration in technology-enhanced primary classrooms. 1214-1227
  
• Cheng-Sian Chang, Tzung-Shi Chen, Wei-Hsiang Hsu:
  The study on integrating WebQuest with mobile learning for environmental education. 1228-1239
  
• Federico Pasin, Hélène Giroux:
  The impact of a simulation game on operations management education. 1240-1254
  
• Cristian Cechinel, Salvador Sánchez Alonso, Elena García Barriocanal:
  Statistical profiles of highly-rated learning objects. 1255-1269
  
• Chenn-Jung Huang, Yu-Wu Wang, Tz-Hau Huang, Ying-Chen Chen, Heng-Ming Chen, Shun-Chih Chang:
  Performance evaluation of an online argumentation learning assistance agent. 1270-1280
  
• Ali Farhan AbuSeileek:
  Hypermedia annotation presentation: The effect of location and type on the EFL learners' achievement in reading comprehension and vocabulary acquisition. 1281-1291
  
• Martin Valcke, Bram de Wever, Hilde van Keer, Tammy Schellens:
  Long-term study of safe Internet use of young children. 1292-1305
  
• Chi-Cheng Chang, Kuo-Hung Tseng, Pao-Nan Chou, Yi-Hui Chen:
  Reliability and validity of Web-based portfolio peer assessment: A case study for a senior high school's students taking computer course. 1306-1316
  
• Bo Cheng, Minhong Wang, Stephen J. H. Yang, Kinshuk, Jun Peng:
  Acceptance of competency-based workplace e-learning systems: Effects of individual and peer learning support. 1317-1333
  
• Jacobijn Sandberg, Marinus Maris, Kaspar de Geus:
  Mobile English learning: An evidence-based study with fifth graders. 1334-1347
  
• I. Oliveira, L. Tinoca, A. Pereira:
  Online group work patterns: How to promote a successful collaboration. 1348-1357
  
• J. Enrique Hinostroza, Christian Labbé, Mario Brun, Carolina Matamala:
  Teaching and learning activities in Chilean classrooms: Is ICT making a difference? 1358-1367
  
• Gwo-Jen Hwang, Hui-Chun Chu, Yu-Shih Lin, Chin-Chung Tsai:
  A knowledge acquisition approach to developing Mindtools for organizing and sharing differentiating knowledge in a ubiquitous learning environment. 1368-1377
  
• Hyeonjin Kim, Michael J. Hannafin:
  Developing situated knowledge about teaching with technology via Web-enhanced Case-based activity. 1378-1388
  
• Thomas M. Connolly, Mark Stansfield, Thomas Hainey:
  An alternate reality game for language learning: ARGuing for multilingual motivation. 1389-1415
  
• Cathrine Tømte, Ove Edvard Hatlevik:
  Gender-differences in Self-efficacy ICT related to various ICT-user profiles in Finland and Norway. How do self-efficacy, gender and ICT-user profiles relate to findings from PISA 2006. 1416-1424
  
• Leslie M. Miller, Ching-I. Chang, Shu Wang, Margaret E. Beier, Yvonne Klisch:
  Learning and motivational impacts of a multimedia science game. 1425-1433
  
• Jeroen Bourgonjon, Martin Valcke, Ronald Soetaert, Bram de Wever, Tammy Schellens:
  Parental acceptance of digital game-based learning. 1434-1444
  
• Carol K. K. Chan, Yuen-Yan Chan:
  Students' views of collaboration and online participation in Knowledge Forum. 1445-1457
  

Volume 57, Number 2, September 2011

• Huei-Tse Hou, Sheng-Yi Wu:
  Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool: A case study. 1459-1468
  
• Dermot Donnelly, Oliver McGarr, John O'Reilly:
  A framework for teachers' integration of ICT into their classroom practice. 1469-1483
  
• Lenni Haapasalo, Peter Samuels:
  Responding to the challenges of instrumental orchestration through physical and virtual robotics. 1484-1492
  
• Kathi Wilson, Cleo Boyd, Liwen Chen, Sarosh Jamal:
  Improving student performance in a first-year geography course: Examining the importance of computer-assisted formative assessment. 1493-1500
  
• Jian-Liang Chen:
  The effects of education compatibility and technological expectancy on e-learning acceptance. 1501-1511
  
• Jungjoo Kim, Yangyi Kwon, Daeyeon Cho:
  Investigating factors that influence social presence and learning outcomes in distance higher education. 1512-1520
  
• Geertje Bekebrede, H. J. G. Warmelink, Igor Mayer:
  Reviewing the need for gaming in education to accommodate the net generation. 1521-1529
  
• Ming-Chien Hung, I-Chiu Chang, Hsin-Ginn Hwang:
  Exploring academic teachers' continuance toward the web-based learning system: The role of causal attributions. 1530-1543
  
• Chen-Chung Liu, Kuo-Ping Liu, Wei-Hong Chen, Chiu-Pin Lin, Gwo-Dong Chen:
  Collaborative storytelling experiences in social media: Influence of peer-assistance mechanisms. 1544-1556
  
• Yi-Chun Lin, Yen-Ting Lin, Yueh-Min Huang:
  Development of a diagnostic system using a testing-based approach for strengthening student prior knowledge. 1557-1570
  
• Sedat Ucar, Kathy Cabe Trundle:
  Conducting guided inquiry in science classes using authentic, archived, web-based data. 1571-1582
  
• Jonathan Rauh:
  Online education as a toll good: An examination of the South Carolina virtual school program. 1583-1594
  
• Bruno Warin, Christophe Kolski, Mouldi Sagar:
  Framework for the evolution of acquiring knowledge modules to integrate the acquisition of high-level cognitive skills and professional competencies: Principles and case studies. 1595-1614
  
• Yao-Ting Sung, Kuo-En Chang, Wen-Cheng Yu:
  Evaluating the reliability and impact of a quality assurance system for E-learning courseware. 1615-1627
  
• Judy Robertson:
  The educational affordances of blogs for self-directed learning. 1628-1644
  
• Timothy Teo, Jan Noyes:
  An assessment of the influence of perceived enjoyment and attitude on the intention to use technology among pre-service teachers: A structural equation modeling approach. 1645-1653
  
• Young Ju Joo, Kyu Yon Lim, Eun Kyung Kim:
  Online university students' satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model. 1654-1664
  
• Donald P. Y. Lui, Grace P. Y. Szeto, Alice Y. M. Jones:
  The pattern of electronic game use and related bodily discomfort in Hong Kong primary school children. 1665-1674
  
• Seng-Chee Tan, Lay-Hoon Seah:
  Exploring relationship between students' questioning behaviors and inquiry tasks in an online forum through analysis of ideational function of questions. 1675-1685
  
• Ernesto Fabregas, Gonzalo Farias, Sebastian Dormido-Canto, Sebastián Dormido, Francisco Esquembre:
  Developing a remote laboratory for engineering education. 1686-1697
  
• Mesut Saçkes, Kathy Cabe Trundle, Randy L. Bell:
  Young children's computer skills development from kindergarten to third grade. 1698-1704
  
• Nian-Shing Chen, Daniel Chia-En Teng, Cheng-Han Lee, Kinshuk:
  Augmenting paper-based reading activity with direct access to digital materials and scaffolded questioning. 1705-1715
  
• Tim N. Höffler, Ruth N. Schwartz:
  Effects of pacing and cognitive style across dynamic and non-dynamic representations. 1716-1726
  
• Ya-Ching Fan, Tzu-Hua Wang, Kuo-Hua Wang:
  A Web-based model for developing assessment literacy of secondary in-service teachers. 1727-1740
  
• Anjo Anjewierden, Hannie Gijlers, Bas Kollöffel, Nadira Saab, Robert de Hoog:
  Examining the relation between domain-related communication and collaborative inquiry learning. 1741-1748
  
• Michael D. Johnson, Ram Prasad Diwakaran:
  An educational exercise examining the role of model attributes on the creation and alteration of CAD models. 1749-1761
  
• Jorge Arenas-Gaitán, Patricio E. Ramírez-Correa, Francisco Javier Rondan-Cataluña:
  Cross cultural analysis of the use and perceptions of web Based learning systems. 1762-1774
  
• Tamara van Gog:
  Effects of identical example-problem and problem-example pairs on learning. 1775-1779
  
• Hye Jeong Kim, Susan Pedersen:
  Advancing young adolescents' hypothesis-development performance in a computer-supported and problem-based learning environment. 1780-1789
  
• Hei-Chia Wang, Yi-Fang Chiu:
  Assessing e-learning 2.0 system success. 1790-1800
  
• Tzu-Hua Wang:
  Developing Web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-Learning environment. 1801-1812
  
• S. Klinkenberg, M. Straatemeier, H. L. J. van der Maas:
  Computer adaptive practice of Maths ability using a new item response model for on the fly ability and difficulty estimation. 1813-1824
  
• Sapna Cheryan, Andrew N. Meltzoff, Saenam Kim:
  Classrooms matter: The design of virtual classrooms influences gender disparities in computer science classes. 1825-1835
  
• Ashlyn Munson, Barbara M. Moskal, Alka Harriger, Tonya Lauriski-Karriker, Daniel Heersink:
  Computing at the high school level: Changing what teachers and students know and believe. 1836-1849
  

Volume 57, Number 3, November 2011

• Siu Cheung Kong:
  An evaluation study of the use of a cognitive tool in a one-to-one classroom for promoting classroom-based dialogic interaction. 1851-1864
  
• Michele Biasutti:
  The student experience of a collaborative e-learning university module. 1865-1875
  
• Bartomeu Alorda, Kay Suenaga, Pere Pons:
  Design and evaluation of a microprocessor course combining three cooperative methods: SDLA, PjBL and CnBL. 1876-1884
  
• Blanche W. O'Bannon, Jennifer K. Lubke, Jeffrey L. Beard, Virginia G. Britt:
  Using podcasts to replace lecture: Effects on student achievement. 1885-1892
  
• Sergio Martín, Gabriel Díaz, Elio San Cristóbal, Rosario Gil, Manuel Castro, Juan Peire:
  New technology trends in education: Seven years of forecasts and convergence. 1893-1906
  
• Chen-Chung Liu, Yuan-Bang Cheng, Chia-Wen Huang:
  The effect of simulation games on the learning of computational problem solving. 1907-1918
  
• Abbas Keramati, Masoud Afshari-Mofrad, Ali Kamrani:
  The role of readiness factors in E-learning outcomes: An empirical study. 1919-1929
  
• Satu Jalonen, Minna Lakkala, Sami Paavola:
  Investigating knowledge creation technology in an engineering course. 1930-1942
  
• Jaime Sánchez, Ruby Olivares:
  Problem solving and collaboration using mobile serious games. 1943-1952
  
• Charles R. Graham:
  Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). 1953-1960
  
• Birgit Imhof, Katharina Scheiter, Peter Gerjets:
  Learning about locomotion patterns from visualizations: Effects of presentation format and realism. 1961-1970
  
• Cyril Brom, Michal Preuss, Daniel Klement:
  Are educational computer micro-games engaging and effective for knowledge acquisition at high-schools? A quasi-experimental study. 1971-1988
  
• Adina Shamir, Inessa Shlafer:
  E-books effectiveness in promoting phonological awareness and concept about print: a comparison between children at risk for learning disabilities and typically developing kindergarteners. 1989-1997
  
• Marina Papastergiou, Vassilis Gerodimos, Panagiotis Antoniou:
  Multimedia blogging in physical education: Effects on student knowledge and ICT self-efficacy. 1998-2010
  
• Choo-Kim Tan, Madhubala Bava Harji, Siong-Hoe Lau:
  Fostering positive attitude in probability learning using graphing calculator. 2011-2024
  
• Po-An J. Hsieh, Vincent Cho:
  Comparing e-Learning tools' success: The case of instructor-student interactive vs. self-paced tools. 2025-2038
  
• Marco Villalta, Ignacio Gajardo, Miguel Nussbaum, Juan José Andreu, Alejandro Echeverría, J. L. Plass:
  Design guidelines for Classroom Multiplayer Presential Games (CMPG). 2039-2053
  
• James E. Corter, Sven K. Esche, Constantin Chassapis, Jing Ma, Jeffrey V. Nickerson:
  Process and learning outcomes from remotely-operated, simulated, and hands-on student laboratories. 2054-2067
  
• Lucy García, Miguel Nussbaum, David D. Preiss:
  Is the use of information and communication technology related to performance in working memory tasks? Evidence from seventh-grade students. 2068-2076
  
• Erol Ozcelik, Cengiz Acarturk:
  Reducing the spatial distance between printed and online information sources by means of mobile technology enhances learning: Using 2D barcodes. 2077-2085
  
• Jon-Chao Hong, Ming-Yueh Hwang, Hsuan-Fang Hsu, Wan-Tzu Wong, Mei-Yung Chen:
  Applying the technology acceptance model in a study of the factors affecting usage of the Taiwan digital archives system. 2086-2094
  
• Konrad J. Schönborn, Petter Bivall Persson, Lena A. E. Tibell:
  Exploring relationships between students' interaction and learning with a haptic virtual biomolecular model. 2095-2105
  
• Hanoch Hauptman, Arie Cohen:
  The synergetic effect of learning styles on the interaction between virtual environments and the enhancement of spatial thinking. 2106-2117
  
• Chuen-Tsai Sun, Dai-Yi Wang, Hui-Ling Chan:
  How digital scaffolds in games direct problem-solving behaviors. 2118-2125
  
• Judy F. Chen, Clyde A. Warden, David Wen-Shung Tai, Farn-Shing Chen, Chich-Yang Chao:
  Level of abstraction and feelings of presence in virtual space: Business English negotiation in Open Wonderland. 2126-2134
  
• Griet Lust, Mieke Vandewaetere, Eva Ceulemans, Jan Elen, Geraldine Clarebout:
  Tool-use in a blended undergraduate course: In Search of user profiles. 2135-2144
  
• Manuela Delfino:
  Against BibliOblivion: How modern scribes digitized an old book. 2145-2155
  
• Ho-Ryong Park, Deoksoon Kim:
  Reading-strategy use by English as a second language learners in online reading tasks. 2156-2166
  
• Fu-Yun Yu, Chun-Ping Wu:
  Different identity revelation modes in an online peer-assessment learning environment: Effects on perceptions toward assessors, classroom climate and learning activities. 2167-2177
  
• Douglas B. Clark, Brian C. Nelson, Hsin-Yi Chang, Mario Martinez-Garza, Kent Slack, Cynthia M. D'Angelo:
  Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States. 2178-2195
  

Volume 57, Number 4, December 2011

• Thomas Hainey, Thomas M. Connolly, Mark Stansfield, Elizabeth A. Boyle:
  The differences in motivations of online game players and offline game players: A combined analysis of three studies at higher education level. 2197-2211
  
• Tzone I. Wang, Chien-Yuan Su, Tung-Cheng Hsieh:
  Accumulating and visualising tacit knowledge of teachers on educational assessments. 2212-2223
  
• Shannon Kennedy-Clark:
  Pre-service teachers' perspectives on using scenario-based virtual worlds in science education. 2224-2235
  
• Khendum Gyabak, Heriberto Godina:
  Digital storytelling in Bhutan: A qualitative examination of new media tools used to bridge the digital divide in a rural community school. 2236-2243
  
• Tom Lowrie, Robyn Jorgensen:
  Gender differences in students' mathematics game playing. 2244-2248
  
• Davinia Hernández Leo, Lauren Romeo, Miguel A. Carralero, Jonathan Chacón, Mar Carrió, Pau Moreno, Josep Blat:
  LdShake: Learning design solutions sharing and co-edition. 2249-2260
  
• Bayram Çetin, Erkan Yaman, Adem Peker:
  Cyber victim and bullying scale: A study of validity and reliability. 2261-2271
  
• Gwo-Jen Hwang, Po-Han Wu, Hui-Ru Ke:
  An interactive concept map approach to supporting mobile learning activities for natural science courses. 2272-2280
  
• Insook Han, John B. Black:
  Incorporating haptic feedback in simulation for learning physics. 2281-2290
  
• Yueh-Min Huang, Po-Sheng Chiu, Tzu-Chien Liu, Tzung-Shi Chen:
  The design and implementation of a meaningful learning-based evaluation method for ubiquitous learning. 2291-2302
  
• Chih-Yueh Chou, Bau-Hung Huang, Chi-Jen Lin:
  Complementary machine intelligence and human intelligence in virtual teaching assistant for tutoring program tracing. 2303-2312
  
• Chi-Cheng Chang, Kuo-Hung Tseng, Ju-Shih Tseng:
  Is single or dual channel with different English proficiencies better for English listening comprehension, cognitive load and attitude in ubiquitous learning environment? 2313-2321
  
• Mieke Vandewaetere, Geraldine Clarebout:
  Can instruction as such affect learning? The case of learner control. 2322-2332
  
• J. W. Gikandi, D. Morrow, N. E. Davisa:
  Online formative assessment in higher education: A review of the literature. 2333-2351
  
• Hui-Ling Wu, Susan Pedersen:
  Integrating computer- and teacher-based scaffolds in science inquiry. 2352-2363
  
• Lung-Hsiang Wong, Chee-Kit Looi:
  What seams do we remove in mobile-assisted seamless learning? A critical review of the literature. 2364-2381
  
• Beomkyu Choi, Youngkyun Baek:
  Exploring factors of media characteristic influencing flow in learning through virtual worlds. 2382-2394
  
• JaMee Kim, WonGyu Lee:
  Assistance and possibilities: Analysis of learning-related factors affecting the online learning satisfaction of underprivileged students. 2395-2405
  
• Vimani Gamage, Alexei Tretiakov, Barbara Crump:
  Teacher perceptions of learning affordances of multi-user virtual environments. 2406-2413
  
• Zeynep Tanes, Kimberly E. Arnold, Abigail Selzer King, Mary Ann Remnet:
  Using Signals for appropriate feedback: Perceptions and practices. 2414-2422
  
• Andrew Rae, Peter Samuels:
  Web-based Personalised System of Instruction: An effective approach for diverse cohorts with virtual learning environments? 2423-2431
  
• Timothy Teo:
  Factors influencing teachers' intention to use technology: Model development and test. 2432-2440
  
• Yalin Kiliç Türel:
  An interactive whiteboard student survey: Development, validity and reliability. 2441-2450
  
• Carlos Alberto Jara, Francisco A. Candelas Herías, Santiago T. Puente Méndez, Fernando Torres:
  Hands-on experiences of undergraduate students in Automatics and Robotics using a virtual and remote laboratory. 2451-2461
  
• Ayhan Kursat Erbas, Arzu Aydogan Yenmez:
  The effect of inquiry-based explorations in a dynamic geometry environment on sixth grade students' achievements in polygons. 2462-2475
  
• Yu-Qian Zhu, Li-Yueh Chen, Houn-Gee Chen, Ching-Chin Chern:
  How does Internet information seeking help academic performance? - The moderating and mediating roles of academic self-efficacy. 2476-2484
  
• Chien Chou, Huan-Chueh Wu, Mei-Hung Wang:
  A preliminary study of college room-bound male students: Concept exploration and instrument development. 2485-2495
  
• Adrian Albin-Clark, Toby Howard, B. Anderson:
  Real-time computer graphics simulation of blockplay in early childhood. 2496-2504
  
• Daniel Müller, Stefan Strohmeier:
  Design characteristics of virtual learning environments: state of research. 2505-2516
  
• Patricia Santos, Mar Pérez-Sanagustín, Davinia Hernández Leo, Josep Blat:
  QuesTInSitu: From tests to routes for assessment in situ activities. 2517-2534
  
• Babak Abedin, Farhad Daneshgar, John D'Ambra:
  Enhancing non-task sociability of asynchronous CSCL environments. 2535-2547
  
• Pei-Lin Liu:
  A study on the use of computerized concept mapping to assist ESL learners' writing. 2548-2558
  

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