Computers in Human Behavior, Volume 22

Volume 22, Number 1, January 2006

• Paul A. Kirschner, Peter Gerjets:
  Instructional design for effective and enjoyable computer-supported learning. 1-8
  
• Katharina Scheiter, Peter Gerjets, Richard Catrambone:
  Making the abstract concrete: Visualizing mathematical solution procedures. 9-25
  
• Daniel Bodemer, Uwe Faust:
  External and mental referencing of multiple representations. 27-42
  
• Tanja Keller, Peter Gerjets, Katharina Scheiter, Bärbel Garsoffky:
  Information visualizations for knowledge acquisition: The impact of dimensionality and color coding. 43-65
  
• Richard W. Joiner, Jessica Nethercott, Richard Hull, Josephine Reid:
  Designing educational experiences using ubiquitous technology. 67-76
  
• Rolf Schwonke, Sabine Hauser, Matthias Nückles, Alexander Renkl:
  Enhancing computer-supported writing of learning protocols by adaptive prompts. 77-92
  
• Liesbeth Kester, Chris Lehnen, Pascal W. M. Van Gerven, Paul A. Kirschner:
  Just-in-time, schematic supportive information presentation during cognitive skill acquisition. 93-112
  
• Tobias Bartholomé, Elmar Stahl, Stephanie Pieschl, Rainer Bromme:
  What matters in help-seeking? A study of help effectiveness and learner-related factors. 113-129
  
• Shaaron Ainsworth, Piers Fleming:
  Evaluating authoring tools for teachers as instructional designers. 131-148
  
• Michael J. Hannafin:
  Disciplined inquiry and research in computer-supported learning. 149-153
  
• Pierre Dillenbourg:
  The solo/duo gap. 155-159
  

Volume 22, Number 2, March 2006

• Donata Francescato, Rita Porcelli, Minou Ella Mebane, Marcella Cuddetta, Jane E. Klobas, Paolo Renzi:
  Evaluation of the efficacy of collaborative learning in face-to-face and computer-supported university contexts. 163-176
  
• Shu-Sheng Liaw, Weng-Cheng Chang, Wu-Hsiung Hung, Hsiu-Mei Huang:
  Attitudes toward search engines as a learning assisted tool: approach of Liaw and Huang's research model. 177-190
  
• Hans G. K. Hummel, Fred Paas, E. J. R. Koper:
  Timing of cueing in complex problem-solving tasks: Learner versus system control. 191-205
  
• Esra Ceyhan:
  Computer anxiety of teacher trainees in the framework of personality variables. 207-220
  
• Hsiang Chen:
  Flow on the net-detecting Web users' positive affects and their flow states. 221-233
  
• Monica T. Whitty, Adrian N. Carr:
  New rules in the workplace: Applying object-relations theory to explain problem Internet and email behaviour in the workplace. 235-250
  
• Sherry Y. Chen, Jing-Ping Fan, Robert D. Macredie:
  Navigation in hypermedia learning systems: experts vs. novices. 251-266
  
• Alessandro Antonietti, Marisa Giorgetti:
  Teachers' beliefs about learning from multimedia. 267-282
  
• Richard N. Landers, John W. Lounsbury:
  An investigation of Big Five and narrow personality traits in relation to Internet usage. 283-293
  
• Stephan Bera, Min Liu:
  Cognitive tools, individual differences, and group processing as mediating factors in a hypermedia environment. 295-319
  

Volume 22, Number 3, May 2006

• Ron J. C. M. Salden, Fred Paas, Jeroen J. G. van Merriënboer:
  A comparison of approaches to learning task selection in the training of complex cognitive skills. 321-333
  
• Hsiu-Mei Huang:
  Do print and Web surveys provide the same results? 334-350
  
• Jan Noyes, Kate J. Garland:
  Explaining students' attitudes toward books and computers. 351-363
  
• Zheng Yan:
  Different experiences, different effects: a longitudinal study of learning a computer program in a network environment. 364-380
  
• Rehab M. Duwairi:
  A framework for the computerized assessment of university student essays. 381-388
  
• Geraldine Clarebout, Jan Elen:
  Tool use in computer-based learning environments: towards a research framework. 389-411
  
• Michael W. Link, Polly P. Armsby, Robert C. Hubal, Curry I. Guinn:
  Accessibility and acceptance of responsive virtual human technology as a survey interviewer training tool. 412-426
  
• Daniel J. McFarland, Diane Hamilton:
  Adding contextual specificity to the technology acceptance model. 427-447
  
• Clas Linnman, Per Carlbring, Åsa Åhman, Håkan Andersson, Gerhard Andersson:
  The Stroop effect on the internet. 448-455
  
• John J. Beckers, Remy M. J. P. Rikers, Henk G. Schmidt:
  The influence of computer anxiety on experienced computer users while performing complex computer tasks. 456-466
  
• Ludovic Le Bigot, Eric Jamet, Jean-François Rouet, Virginie Amiel:
  Mode and modal transfer effects on performance and discourse organization with an information retrieval dialogue system in natural language. 467-500
  
• Shu-Sheng Liaw, Hsiu-Mei Huang:
  Information retrieval from the World Wide Web: a user-focused approach based on individual experience with search engines. 501-517
  
• Mike Z. Yao, Andrew J. Flanagin:
  A self-awareness approach to computer-mediated communication. 518-544
  
• Per Carlbring, Gerhard Andersson:
  Internet and psychological treatment. How well can they be combined? 545-553
  

Volume 22, Number 4, July 2006

• Claudia Roda, Julie Thomas:
  Attention aware systems: Introduction to special issue. 555-556
  
• Claudia Roda, Julie Thomas:
  Attention aware systems: Theories, applications, and research agenda. 557-587
  
• Sharon Wood, Richard Cox, Peter Cheng:
  Attention design: Eight issues to consider. 588-602
  
• David N. Rapp:
  The value of attention aware systems in educational settings. 603-614
  
• Alexander Toet:
  Gaze directed displays as an enabling technology for attention aware systems. 615-647
  
• Anne P. Hillstrom, Yu-Chin Chai:
  Factors that guide or disrupt attentive visual processing. 648-656
  
• Aulikki Hyrskykari:
  Utilizing eye movements: Overcoming inaccuracy while tracking the focus of attention during reading. 657-671
  
• C. Davies, W. Tompkinson, N. Donnelly, L. Gordon, K. Cave:
  Visual saliency as an aid to updating digital maps. 672-684
  
• Brian P. Bailey, Joseph A. Konstan:
  On the need for attention-aware systems: Measuring effects of interruption on task performance, error rate, and affective state. 685-708
  
• Brian P. Bailey, Piotr D. Adamczyk, Tony Y. Chang, Neil A. Chilson:
  A framework for specifying and monitoring user tasks. 709-732
  
• Cristy Ho, Charles Spence:
  Verbal interface design: Do verbal directional cues automatically orient visual spatial attention? 733-748
  
• Jan Willem Streefkerk, Myra P. van Esch-Bussemakers, Mark A. Neerincx:
  Designing personal attentive user interfaces in the mobile public safety domain. 749-770
  
• Roel Vertegaal, Jeffrey S. Shell, Daniel Chen, Aadil Mamuji:
  Designing for augmented attention: Towards a framework for attentive user interfaces. 771-789
  

Volume 22, Number 5, September 2006

• John Eustis Williams, David M. McCord:
  Equivalence of standard and computerized versions of the Raven Progressive Matrices Test. 791-800
  
• Egbert G. Harskamp, Cor J. M. Suhre:
  Improving mathematical problem solving: A computerized approach. 801-815
  
• Chorng-Shyong Ong, Jung-Yu Lai:
  Gender differences in perceptions and relationships among dominants of e-learning acceptance. 816-829
  
• Juan Herrero, Julio Meneses:
  Short Web-based versions of the perceived stress (PSS) and Center for Epidemiological Studies-Depression (CESD) Scales: a comparison to pencil and paper responses among Internet users. 830-846
  
• Mohiuddin Ahmed, Charles M. Boisvert:
  Using computers as visual aids to enhance communication in therapy. 847-855
  
• John Todman, Kenneth Day:
  Computer anxiety: the role of psychological gender. 856-869
  
• Paul van Schaik, Jonathan Ling:
  The effects of graphical display and screen ratio on information retrieval in web pages. 870-884
  
• Jens Liegle, Thomas Janicki:
  The effect of learning styles on the navigation needs of Web-based learners. 885-898
  
• Parvaneh Sharafi, Leif R. Hedman, Henry Montgomery:
  Using information technology: engagement modes, flow experience, and personality orientations. 899-916
  
• Matthias Nückles, Alexander Stürz:
  The assessment tool: a method to support asynchronous communication between computer experts and laypersons. 917-940
  

Volume 22, Number 6, November 2006

• Katie Bessière, John E. Newhagen, John P. Robinson, Ben Shneiderman:
  A model for computer frustration: the role of instrumental and dispositional factors on incident, session, and post-session frustration and mood. 941-961
  
• Pei-Chun Shih, Dolores Muñoz, Flor Sánchez:
  The effect of previous experience with information and communication technologies on performance in a Web-based learning program. 962-970
  
• Petra Kozma-Wiebe, Steven M. Silverstein, Akos Fehér, Ilona Kovács, Peter Ulhaas, Sandra M. Wilkniss:
  Development of a world-wide web based contour integration test. 971-980
  
• John M. Raven:
  Functional organs and computer use within collaborative group projects. 981-990
  
• Adam B. Smith, Galina Velikova, E. Penelope Wright, Pamela Lynch, Peter J. Selby:
  Computer-assisted questionnaires may facilitate collection of quality-of-life (QOL) data: At a cost. 991-1000
  
• Jeffery D. Wilfong:
  Computer anxiety and anger: the impact of computer use, computer experience, and self-efficacy beliefs. 1001-1011
  
• Hung-Pin Shih:
  Assessing the effects of self-efficacy and competence on individual satisfaction with computer use: an IT student perspective. 1012-1026
  
• Ivar Bråten, Helge I. Strømsø:
  Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities. 1027-1042
  
• Maria Isabel Beas, Marisa Salanova:
  Self-efficacy beliefs, computer training and psychological well-being among information and communication technology workers. 1043-1058
  
• MaryLouise E. Kerwin:
  Evaluation of a computer-based instructional package about eating disorders. 1059-1066
  
• Shih-Ming Li, Teng-Ming Chung:
  Internet function and Internet addictive behavior. 1067-1071
  
• Kimberly M. Christopherson, Jeffrey N. Weatherly:
  The effect of visual complexity when playing a slot-machine simulation: the role of computer experience, computer anxiety, and optimism. 1072-1079
  
• M. J. Brosnan, S. J. Thorpe:
  An evaluation of two clinically-derived treatments for technophobia. 1080-1095
  
• Julie Lemarié, Hélène Eyrolle, Jean-Marie Cellier:
  Visual signals in text comprehension: How to restore them when oralizing a text via a speech synthesis? 1096-1115
  

Last update Tue May 21 18:30:21 2013 CET by the DBLP Team — Data released under the ODC-BY 1.0 license — See also our legal information page